640 
If61B 
V. 24:48 
1927 


JfMv«f»Myor 
fl0lt  Library 
ini*Chtmpalgn 


X»>'^'^-'«3-<.-'<T-<--<r--^ 


HUTrgj^.m^,..^^^^    S<J^J2^^^^:^ 


640 

lL61b 

v.24:48 


tSITY    OF   ILLINOIS    BULLETIN 


Issued  Weekly 
August  2,  1927 


No.  48 


[Entered  as  second-class  matter  December  II,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Acceptance  (or  mailing  at  the  special  rate  of  postage  provided  for 
in  section   1103,  Act  of  October  3,   1917,  authorized  July   31,    1918.] 


Syllabus  of  Home  Economics  for  the 
High  Schools  of  Illinois 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS,  URBANA 

1927 


UNIVERSITY  OF  ILLINOIS 
LIBRARY 

AT  URBANA-CHAMPAIGN 
ACES 


Syllabus  of  Home  Economics  for  the 
High  Schools  of  Hlinois 


Prepared  by  the 

DEPARTMENT  OF  HOME  ECONOMICS 

Issued  by  the 

HIGH   SCHOOL   VISITOR 

UNIVERSITY  OF  ILLINOIS 


TABLE  OF  CONTENTS 

PAGE 

Foreword 5 

Entrance  Credit  in  Home  Economics 7 

Equipment 8 

Assumptions  for  the  Work  in  Home  Economics 9 

Objectives  for  High  School  Courses  in  Home  Economics 11 

Definitions 13 

Food  and  Nutrition 

Introduction  to  Food  and  Nutrition 16 

Food  Preservation 18 

Food  for  Health 20 

Courtesy  at  Meals 22 

Breakfast  Planning,  Preparation,  and  Service 24 

Holiday  Foods — Source,  Preparation,  and  Service 26 

Luncheon  Planning,  Preparation,  and  Service 28 

Thrift  in  Meal  Planning  and  Marketing 30 

Dinner  Planning,  Preparation,  and  Service 32 

Clothing  and  Textiles 

Planning  the  Wardrobe  and  Starting  the  Clothing 

Expense  Account 36 

The  Sewing  Machine — Its  Use  and  Care - 38 

Fundamental  Sewing  Processes  and  Procedures 40 

Pattern  Use  and  Alteration 42 

How  to  Make  Simple  Cotton  Garments 44 

How  to  Judge  Textiles 46 

How  to  Recognize  Beauty  in  Garments 48 

How  to  Judge  the  Bccomingness  of  Garments 50 

Garment  Fitting 52 

How  to  Make  School  Dresses  with  Set-In  Sleeves 54 

How  to  Dress  Appropriately 56 

How  Clothing  Influences  Health 58 

How  to  Make  Afternoon  Dresses 60 

How  to  Care  for  Clothing  and  Textiles 62 

The  Clothing  Budget 64 


Home  Management 

Family  Relationships 68 

Budgeting  and  Accounting 70 

Saving — Why  and  How 72 

Home  Selection  and  House  Planning 74 

Furnishing  and  Equipping  the  House 76 

House  Management  and  Care 78 

Health  and  Personal  Hygiene 80 

Child  Care  and  Training 82 

The  Family's  Responsibility  to  Society 84 

Yard  and  Garden 86 

Book  Lists 

Food  and  Nutrition 89 

Clothing  and  Textiles 90 

Home  Management 90 

Magazines  for  Professional  Reading 92 

Education 92 

Bibliographies 93 


FOREWORD 

Through  a  committee  of  the  High  School  Conference  chosen  by 
the  Home  Economics  section  a  Syllabus  was  prepared  in  1908  for  use 
in  Illinois  High  Schools.  The  edition  here  presented  has  been  prepared 
by  another  committee  of  the  Home  Economics  Section  of  the  High 
School  Conference  and  is  to  replace  the  original  report.  Its  function, 
like  that  of  the  old  Syllabus,  is  to  furnish  suggestions  to  teachers  of 
Home  Economics  in  Illinois  High  Schools  concerning  curricula  and 
methods  of  teaching.  Its  form,  unlike  that  of  the  old  Syllabus,  sug- 
gests unit  organization  of  subject  matter,  objectives  for  each  unit,  and 
typical  pupil  learning  activities  to  accomplish  the  objectives.  Refer- 
ences and  illustrative  material  are  suggested  as  before. 

The  committee  presents  this  report,  not  as  a  course  of  study  to 
be  followed  but  as  suggestions  to  be  used  in  our  mutual  endeavor  to 
improve  our  work  in  Home  Economics  and  make  it  more  uniform 
throughout  the  state.  The  units  selected  seem  consistent  with  the  best 
practice  current  in  Illinois  but  each  teacher  must  decide  which  units 
need  to  be  emphasized  or  omitted  or  what  others  need  to  be  added  to 
care  for  the  requirements  of  her  particular  pupils  and  school.  The 
order  of  units  suits  the  present  needs  of  several  schools  in  the  state, 
but  should  be  changed  as  needed  for  other  schools. 

The  Committee  on  Syllabus  Revision: 
Ruth  AVardall — University  of  Illinois 
Anna  Belle  Robinson — University  of  Illinois 
Adah  Hess — State  Department  of  Public  Instruction 
Sophia  Reecl — Western  Illinois  State  Teachers  College 
Lillian  Stevenson — University  of  Chicago 
Emily  Frake — Chicago  Normal  College 
Opal  Rhodes — Urbana  High  School 
Elizabeth  Todd — University  of  Illinois,  Acting  Chairman 


ENTRANCE  CREDIT  IN  HOME  ECONOMICS 

1.  A  unit  of  credit  means  a  minimum  of  two  semesters,  36  weeks,  in 
food  and  nutrition.  An  average  of  two  prepared  recitations  and 
three  laboratory  lessons  per  week  is  recommended. 

2.  A  unit  of  credit  means  a  minimum  of  two  semesters,  36  weeks,  in 
clothing  and  textiles.  An  average  of  two  prepared  recitations  and 
three  laboratory  lessons  per  week  is  recommended. 

3.  A  unit  of  credit  means  a  minimum  of  two  semesters,  36  weeks,  in 
home  management.  Prepared  recitations  supplemented  by  super- 
vised study  will  constitute  the  majority  of  the  daily  exercises.  Oc- 
casional laboratory  lessons  may  be  included.  This  course  should  be 
designed  for  eleventh  and  twelfth  grade  students. 

4.  A  unit  of  credit  may  be  made  up  of  half  units  from  1,  2,  and  3. 

5.  One  unit  of  entrance  credit  means  that  classes  meet  daily.  A  daily 
exercise  may  be  a  forty-minute  prepared  recitation,  an  eighty-min- 
ute laboratory  lesson,  or  an  eighty-minute  period  of  supervised 
study.  A  combination  of  the  above  types  of  lessons  is  made  in  ac- 
cord with  the  nature  of  the  course  offered. 

6.  A  period  means  at  least  forty  minutes. 

7.  It  is  expected  that  courses  organized  on  the  year  basis,  36  weeks, 
will  make  the  work  of  the  first  semester  a  prerequisite  for  that  of 
the  second  semester. 


8  SYLLABUS   OF   HOME   ECONOMICS 

EQUIPMENT 

The  following  items  indicate  desirable  minimal  equipment.  Many 
schools  need  more  adequate  equipment. 

Food  laboratory  to  accommodate  twenty  pupils. 
Floor  space  equal  to  600  square  feet 

Twenty  cooking  units  (gas  burners  at  desk  or  kerosene  stoves) 
Two  sinks 

At  least  one  sink  with  two  drain  boards 
Four  family-sized  ovens  or  ten  individual  ovens 
Twenty  desk  or  table  spaces  (2'  x  2'  6") 
Individual  equipment  for  twenty 
Two  supply  tables 

Two  available  tables  for  the  serving  of  meals 
Dishes  and  silver  to  serve  twelve  at  a  time 
A  reference  library  of  at  least  ten  up-to-date  volumes 
Good  illustrative  material 

Clothing  laboratory  to  accommodate  twenty  pupils. 
Floor  space  equal  to  600  square  feet 
Five  sewing  machines  (one  of  the  motor  type  or  with  motor 

attachment ) 
Two  ironing  boards 
Two  irons  (electric,  if  possible) 
Storage  space  for  each  pupil's  supplies  equal  to  1200  cubic 

inches 
Table  space  for  each  ]uipil  (2'x3') 
Access  to  more  large  tables  when  cutting  garments 
A  reference  library  of  at  least  ten  up-to-date  volumes 
Good  illustrative  material 
Cabinet  for  hanging  garments  in  process  of  construction  and 

when  finished 
One  good  full-length  mirror  (preferably  triplicate) 
Small  equipment  such  as  yard  sticks,  dress  makers'  squares, 

clothes  hangers,  etc. 

Recitation  or  study  space  seating  twenty  or  more  to  accommodate 
home  management  class  and  to  care  for  food  and  clothing  classes  on 
non-laboratory  days. 

Tables  or  desks  for  study  and  writing 

Book  case 

Cabinet  for  illustrative  material 

Black  Board 

Bulletin  Board 


ASSUMPTIONS  FOR  THE  WORK  9 

ASSUMPTIONS  FOR  THE  WORK  IN 
HOME  ECONOMICS 

1.  Women  and  girls  have  the  responsibihty  of  spending  a  large  per 
cent  of  the  money  income,  for  themselves  and  their  families.  It  is 
necessary  for  their  happiness  and  for  the  well-being  of  their  fami- 
lies that  they  gain  some  knowledge  of  how  to  administer  funds 
wisely.  So  long  as  this  training  is  neglected  at  home,  the  school 
must  provide  it. 

2.  Women  and  girls  have  a  major  part  in  controlling  the  spirit  and 
happiness  in  their  homes.  They  need  to  gain  an  insight  into  the 
mistakes  frequently  made  in  home  life,  methods  of  preventing  un- 
happy situations,  and  those  ideals  which  should  govern  tiie  rela- 
tionships of  family  members.  Many  parents  are  unqualified  to 
give  such  training. 

3.  While  it  is  assumed  that  women  and  girls  have  a  major  part  in 
controlling  the  spirit  and  happiness  in  their  homes,  the  men  and 
boys  also  have  a  share  and  where  classes  are  organized  for  boys, 
emphasis  should  be  placed  upon  ideals,  standards,  right  attitudes, 
and  good  habits  which  go  to  make  up  good  family  life. 

4.  A  majority  of  women  and  girls  need  fundamental  skills  in  per- 
forming certain  minimum  household  activities.  The  school  is 
qualified  to  present  approved  methods  of  procedure  and  the  science 
which  defends  them. 

5.  A  larger  emphasis  should  be  placed  upon  training  in  selection, 
judging,  and  management  aspects  as  contrasted  with  the  mere 
performance  activities  incident  to  food  preparation  and  garment 
construction. 

(a)  The  teaching  emphasis  will  usually  be  upon  underlying 
principles  and  fundamental  procedures  rather  than  upon 
manipulation. 

(b)  Ideals,  standards,  right  attitudes,  and  good  habits  will  be 
emphasized  in  the  teaching  of  the  courses  as  occasions  arise. 

6.  The  nature  of  the  work  should  vary  according  to  the  pupils'  social 
status  and  their  probable  status  in  adulthood. 

7.  The  work  of  the  high  school  departments  which  can  contribute  to 
the  pupils'  understanding  of  fundamental  laws  of  science  and  prin- 
ciples of  applied  design  should  be  correlated  just  as  far  as  possible. 

8.  Materials  of  instruction  and  pupil  activities  should  always  be  de- 
termined in  the  light  of  definite  educational  objectives. 

9.  No  more  than  two-thirds  of  the  pupils'  time  should  be  spent  in 
manual  or  practical  work. 


10  SYLLABUS   OF   HOME   ECONOMICS 

10.  Notebook  work  should  be  reduced  to  a  ininimuin — notebooks  serv- 
ing primarily  as  depositories  for  valuable  supplementary  subject 
matter  material,  as  yet  unavailable  in  textbooks,  and  for  assign- 
ment sheets. 

11.  The  equipment  provided  should  as  far  as  possible  meet  the  mini- 
mum requirements  suggested  elsewhere. 

12.  Pupils  should  use  as  many  textbooks  and  reference  books  for  each 
course  as  are  necessary  for  i)resenting  the  various  fundamental 
phases  of  the  subject. 

13.  In  their  training,  there  should  be  abundant  use  of  pictures,  charts, 
educational  exhibits,  and  field  trips. 

14.  Their  training  should  involve  some  knowledge  of  the  sources  of 
information  on  different  phases  of  subject  matter,  such  as  state  bul- 
letins, pamphlets  from  the  Department  of  Agriculture,  etc. 

15.  Parents  should  cooperate  with  the  teacher  by  making  it  possible 
and  profitable  for  pupils  to  cany  out  at  home  the  procedures  and 
l)ractices  learned  and  recommended  at  school. 

16.  Pupils  should  put  into  practice  at  home  what  they  have  learned 
at  school,  thus  gaining  in  skill  and  experience. 

17.  Preferably  tenth  grade  pupils  should  comprise  the  personnel  of 
the  classes  in  food  and  nutrition  to  encourage  the  early  establish- 
ment of  good  food  habits,  and  to  make  possible  a  background  of 
general  science. 

18.  Preferably  tenth  or  eleventh  grade  })upils  should  comprise  the  per- 
sonnel of  the  classes  in  clothing  and  textiles.  (Courses  in  general 
science  and  art  are  desirable  backgrounds.) 

19.  Preferably  twelfth  grade  pupils  should  comprise  the  personnel  of 
the  classes  in  home  management,  since  a  mature  point  of  view  is 
desirable. 

20.  When  possible,  large  classes  should  be  so  sectioned  that  in  any  one 
section  there  will  be  represented  not  more  than  two  adjacent  classes 
nor  a  great  diversity  of  background  experience. 

21.  Pupils  taking  these  courses  .-should  spend  not  more  than  one  year 
in  the  pursuit  of  each. 

22.  The  teacher  should  keep  up-to-date  professionally  by  studying 
each  issue  of  the  Journal  of  Home  Economics  and  putting  into 
practice  the  procedures  recommended  by  it  and  other  current  edu- 
cational magazines  such  as  the  Teachers  College  Record,  and  the 
School  Review  (see  others  listed  on  p.  92). 

23.  Home  economics  subject  matter  is  intellectually  stimulating  and 
as  "disciplinary"  in  its  value  as  that  of  any  other  subject  when 
handled  by  a  skillful  teacher  who  wishes  to  make  it  so. 


OBJECTIVES  FOR  HIGH  SCHOOL  COURSES  H 

OBJECTIVES  FOR  HIGH  SCHOOL  COURSES 
IN  HOME  ECONOMICS 

"Freely  interpreted,  the  major  objectives  of  home  economics  teach- 
ing may  be  considered  as  three  in  number:  to  give  an  understanding 
of  the  function  of  the  home,  to  indicate  possible  sources  of  useful 
information  regarding  present  day  homes,  and  to  provide  training  in 
the  processes  of  home-making." — Lita  Bane,  Journal  of  Home  Eco- 
nomics, March,  1927. 

Major  objectives  of  secondary  education  are  often  listed  as  health, 
social  efficiency,  vocational  efficiency,  wise  use  of  leisure,  love  of  beauty, 
and  worthy  home  membership. 

General  Objectives 

The  general  objectives  of  secondary  education  form  the  founda- 
tion upon  which  Home  Economics  must  develop.  Home  Economics  is 
being  recognized  more  and  more  as  a  social  study  concerned  with  the 
improvement  of  home-making  and  life  within  the  home  and  community. 
Appreciation  of  the  beautiful  as  applied  to  an  attractive  home,  hospi- 
tality, and  social  contacts  which  home  life  affords  are  but  a  few  of 
the  ways  in  which  Home  Economics  can  contribute  to  the  leisure  time 
objective.  There  is  some  question  as  to  the  interpretation  of  the  term 
vocational  when  it  is  applied  to  Home  Economics.  If  it  is  interpreted 
as  meaning  the  training  of  the  student  to  go  outside  of  the  home  and 
be  employed  in  a  gainful  occupation,  the  majority  of  Home  Economics 
courses  are  not  vocational.  If  it  is  interpreted  as  meaning  the  prepa- 
ration of  better  homemakers,  then  it  may  perhaps  be  considered  voca- 
tional. Health  is  one  of  the  outstanding  general  objectives  of  education. 
Many  of  the  subjects  in  the  curriculum  emphasize  this  objective  and 
Home  Economics  is  one  of  them.  The  health  program  should  not  be 
confined  wholly  to  the  Home  Economics  teachers,  but  certain  parts  of 
it  belong  to  the  Home  Economics  curriculum.  One  of  these  is  the  nutri- 
tional phase  of  health  emphasizing  the  positive  aspect  of  good  feeding. 

Immediate  Objectives 

Out  of  these  general  objectives  grow  the  immediate  objectives 
which  bring  about  the  realization  of  the  general  objectives.  The  im- 
mediate objectives  of  Home  Economics  are  based  upon  the  immediate 
and  future  needs  of  the  pupils.  These  needs  must  be  constantly  eval- 
uated and  adjusted  to  meet  the  response  of  the  ever-changing  demands 
of  society. 

Immediate  objectives — expressed  as  knowledge,  abilities,  appre- 
ciations, skills,  etc.,  have  been  set  up  for  these  courses  by  members  of 


12  SYLLABUS   OF   HOME   ECONOMICS 

the  Home  Economics  Section  of  the  High  School  Conference  and  have 
been  allocated  to  appropriate  units  of  instruction  by  the  committee. 
(See  units,  p.  16-86.) 

Ideals  set  up  for  develojiment  in  connection  with  these  courses 
are  Neatness,  Accuracy,  Perseverance,  Patience,  Independence,  Self-re- 
liance, Industry,  Thoroughness,  Thoughtfulness,  Unselfishness,  Good 
Management,  Cooperation,  and  Speed.  They  have  not  been  allocated 
to  particular  units,  for  it  is  evident  that  practically  all  can  be  encour- 
aged in  connection  with  typical  situations  arising  in  each  unit  of  work. 
For  instance,  patience  and  perseverance  in  clothing  construction,  good 
management  in  all  laboratory  work,  speed  in  manual  activities,  accu- 
racy in  all  problems  of  measurement  and  citation,  unselfishness  and 
thoughtfulness  in  using  laboratory  equipment  and  supplies,  independ- 
ence of  thought  in  all  problem-solving  situations,  etc. 

Developing  the  Objectives 

Typical  pupil  experiences  (learning  activities)  have  been  selected 
for  use  in  developing  the  objectives.  The  committee  has  not  endeav- 
ored to  list  all  the  desirable  objectives  nor  all  the  desirable  learning 
activities.  The  lists  on  the  following  pages  suggest  minimal  essential 
objectives  and  typical  pupil  experiences  to  foster  them. 

Teachers  should  amplify  or  change  these  to  suit  the  needs  of  their 
pupils  and  the  teaching  devices  available.  It  is  also  expected  that 
each  teacher  will  use  her  judgment  in  changing  the  order  of  units  or 
their  grouping.  For  instance,  in  the  course  on  Clothing  and  Textiles, 
some  teachers  find  it  desirable  to  teach  textile-selection  thoroughly 
before  pupils  purchase  any  fabrics,  and  some  teachers  make  one  unit 
of  the  work  on  beauty,  becomingness  and  appropriateness  of  dress. 


DEFINITIONS  13 

DEFINITIONS 

"Home  Economics,  as  a  distinctive  subject  of  instruction,  is  the 
study  of  the  economic,  sanitary,  and  aesthetic  aspects  of  food,  cloth- 
ing, and  shelter  as  connected  with  their  selection,  preparation,  and 
use  by  the  family  in  the  home  or  by  other  groups  of  people."^  It  is  also 
a  study  of  the  care  and  training  of  children,  of  the  relationships  of 
family  members,  and  of  the  relations  of  the  family  to  society. 

"Food  and  Nutrition"  is  the  study  of  those  phases  of  home  eco- 
nomics which  deal  with  the  function  and  nutritive  value  of  food,  with 
emphasis  upon  the  selection  and  purchase  of  food  and  the  planning, 
preparation  and  serving  of  meals. 

"Clothing  and  Textiles"  is  the  study  of  those  i)hases  of  Home  Eco- 
nomics which  have  to  do  with  the  judging  of  textiles  for  clothing  and 
household  uses,  with  particular  emphasis  upon  aesthetic  standards 
and  economic  values  in  clothing,  and  the  making  of  simple  garments. 

"Home  Management"  is  the  study  of  the  problems  involved  in  the 
organization  and  conduct  of  a  well-regulated  home,  and  includes  the 
fundamental  facts  pertaining  to  household  finances,  house  selection, 
furnishings  and  equipment,  family  health,  the  care  and  training  of 
children,  and  the  social  and  personal  relationships  of  family  members. 


'Syllabus  of  Home  Economics,  American  Home  Economics  Association,  1913. 


FOOD  AND  NUTRITION 

Introduction  to  Food  and  Nutrition 

How  and  Why  to  Preserve  Foods 

Food  for  Health 

Courtesy  at  Meals 

Breakfast  Planning,  Preparation,  and  Service 

Holiday  Foods — Source,  Preparation,  and  Service 

Luncheon  Planning,  Preparation,  and  Service 

Thrift  in  Meal  Planning  and  Marketing 

Dinner  Planning,  Preparation,  and  Service 


16  SYLLABUS   OF   HOME   ECONOMICS 

I.   Introduction  to  Food  and  Nutrition 
Objectives 

Some   appreciation   of   the    homemaker's   responsibilities   with    reference   to 

food. 
A  conviction  of  the  fact  that  it  is  more  important  to  be  a  good  manager 

than  an  expert  cook. 
An  understanding  of  the  general  objectives  of  the  entire  course. 
An  understanding  of  the  general  procedures  to  be  followed  in  class  work. 
The  ability  to  judge  personal  cleanliness  in  handling  foods  and  equipment. 
A  knowledge  of  how  to  measure  and  weigh  food  materials  accurately. 
A  knowledge  of  approved   methods  of  caring   for  typical   cooking   utensils 

and  equipment. 
An  attitude  of  cooperation. 
Experience  in  washing  dishes  and  cooking  utensils  in  an  appro\ed  manner 


References 


Bailey — Food  Preparation  and  .Serxing. 
Farmer — Boston  Cooking  School  Cook  Book. 
Matthews— Elementary  Home  Economics. 
Wellman — Food  Study  for  High  Schools. 


Illustrative  Material 

Lantern  slides  from  Department  of  Agriculture  Extension  Service,  such  as 

"Food  Makes  a  Difference." 
Satisfactory  personal  equipment. 
Examples  of  good  and  poor  laboratory  equipment. 


FOOD   AND   NUTRITION  17 

Introduction  to  Food  and  Nutrition  (Continued) 

Learning  Activities 

The  pupils  will  participate  in  a  class  discussion  guided  by  the  teacher  con- 
cerning : 

1.  The  course 

a.  Activities  and  responsibilities  in  the  home  which  pertain  to  the 

problems  of  meal  planning,  food  selection,  preparation,  and 
service  of  meals.  . 

b.  Classwork  necessary  to  prepare  students  for  performing  these 

activities. 

c.  The  general  plan  for  the  year's  work. 

2.  The  general  procedures  to  be  followed  in  class  work,  such  as  routine 

of  getting  out  and  caring  for  supplies,  dishwashing,  general  clean- 
ing and  care  of  room,  care  of  sink  and  garbage,  care  of  stoves,  etc. 

3.  Cleanliness  in  handling  of  foods  and  equipment. 
The  pupils  will  observe  teacher's  demonstration  of: 

1.  Arrangement  of  desk  equipment. 

2.  Operation  of  stoves. 

3.  Measuring  and  weighing  ingredients. 

4.  Dishwashing. 

The  pupils  will  cooperate  in  preparing  the  laboratory  for  work. 


18  SYLLABUS   OF   HOME   ECONOMICS 

II.   Food  Preservation 
Objectives 

A  knowledge  of  the  principles  of  food  preservation. 

A  conviction  of  the  importance  of  sterilization  in  the  canning  of  foods. 

Acquaintance  with  the  different  methods  of  sterilizing  food  and  equipment 

in  canning. 
Acquaintance  with  various  kinds  of  simple  equipment  used  in  canning. 
The  ability  to  select  fruits  and  vegetables  of  desirable  quality  for  canning 

in  the  best  quantity  for  family  use. 
The  ability  to  recognize  the  factors  which  influence  the  cost  of  fruits  and 

vegetables. 
The  ability  to  judge  when  it  is  desirable  to  can  fruits  and  vegetables  and 

the  amount  to  can. 
Experience  in  judging  the  amoimt  of  canned  goods  desirable  for  an  average 

family. 
Acquaintance   with   ai)iiro\cd   ways   of   i)reparing   fruits   and   vegetables  for 

canning. 
The  ability  to  judge  when  it  is  better  to  buy  canned  foods. 
The  ability  to  recognize  the  desirable  qualities  in  finished  products. 
Experience  in  judging  the  value  of  advertized  sales  of  canned  goods. 
Some  experience  in  canning  fruits  and  vegetables. 

The  ability  to  recognize  indications  of  spoilage  in  home  canned  jiroducts. 
A  knowledge  of  fruits  rich  in  pectin. 
Some  experience  in  making  jelly,  jam,  pickles,  etc. 
A  knowledge  of  methods  of  preserving  eggs. 
A  conviction  that  it  is  socially  wrong  to  let  food  spoil. 


References 

Bailey — Food  Preparation  and  Ser\ing. 

Conn — Bacteria,  Yeasts  and  Molds  in  the  Home. 

Donham — Marketing  and  Housework  Manual. 

Farmer — Boston  Cooking  School  Cook  Book. 

Matthews — Elementary  Home  Economics. 

Monroe  and  Stratton — Food  Buying  and  Our  Markets. 

Powell — Successful  Canning  and  Preserving. 

Sherman — Food  Products. 

Wellman — Food  Study  for  High  Schools. 

Bulletins : 

IT.  S.  Department  of  Agriculture,  No.  1471,  Canning  Fruits  and  Veg- 
etables at  Home. 

University  of  Illinois,  Suggestions  for  Making  Jelly,  Jam,  Butter,  and 
Marmalade. 


Illustrative  Material 

Desirable  canning  equipment. 

Fruits  and  vegetables  in  various  qualities. 

Cans  of  various  sizes  and  types. 

Finished  products  of  \arying  desirability. 

Canned  i)roducts  showing  typical  qualities,  etc. 


FOOD    AND    NUTRITION  19 

Food  Preservation  (Continued) 


Learning  Activities 


Tho  pu])ils  will  lead  in  textbooks,  bulletins,  and  other  references  concerninfj : 

1.  Tho  principles  of  preservation. 

2.  Desirable  characteristics  of  fniits  and  vegetables  for  canning,  jelly 

making,  pickling,  etc. 

3.  Preparation  of  fruits  and  vegetables  for  canning. 

4.  Different  methods  used  in  preservation  of  fruits  and  vegetables. 

5.  Factors  affecting  jirices  of  fruits  and  vegetables. 
The  i)ui)ils  will  particijjate  in  a  class  discussion  on: 

1.  Readings  in  text  books,  bulletins,  and  other  references. 

2.  Desirability  of  canning  fruits  and  vegetables. 

3.  Amounts  of  fruits  and  vegetables  to  can,  jelly  to  make,  etc. 

4.  Ways  of  bujdng  fruits  and  vegetables. 

5.  Desirable  characteristics  of  finished  products. 

The  pupils  will  go  to  the  local  market,  note  available  fruits  and  vegetables, 
note  prices  and  select  desirable  ones  for  canning. 

The  puinls  will  observe  a  demonstration  on  the  handling  and  .sterilizing  of 
canning  equipment. 

The  pupils  will  can  selected  fruits  and  vegetables,  make  jelly,  pickles,  pre- 
serves, etc. 

The  pupils  will  discuss  indications  of  spoilage  in  home  canned  products. 

The  pupils  will  score  the  fruits,  vegetables,  jelly,  etc.,  preserved  in  class. 

The  inipils  will  preserve  eggs  to  be  used  later  in  the  course. 

The  i)upils  will  compare  the  cost  of  their  products  with  similar  qualities  of 
commercially  canned  goods. 

Each  pupil  will  report  to  the  class  her  decision  with  respect  to: 

1.  Her  family's  need  of  preserved  foods. 

2.  What  foods  will  be  canned  at  home  and  why  and  how. 

3.  What  foods  will  be  bought  canned. 


20  SYLLABUS   OF   HOME   ECONOMICS 

III.  Food  for  Health 

Objectives 

A  conviction  that  a  well  balanced  diet  is  essential  for  health. 

A  desire  to  eat  what  one  should. 

A  ki'iowledge  of  the  approximate  amount  of  foods  in  terms  of  fruits,  veg- 
etables, milk,  etc.,  necessary  for  health. 

An  understanding  of  why  certain  foods  are  essentials  in  the  diet. 

Some  knowledge  of  the  factors  which  influence  the  kinds  and  amount 
of  food  required  to  maintain  health  for  different  ages  under  various 
conditions. 

The  ability  to  distinguish  between  foods  which  are  essentially  protective, 
regulating,  building,  or  energy-producing  foods. 

A  knowledge  of  the  commonly  used  foods  rich  in  carbohydrates,  proteins, 
fats,  vitamins,  and  mineral  matter  and  their  function. 

Experience  in  including  in  the  diet  the  correct  amount  of  milk,  fruits,  veg- 
etables, eggs,  meat,  fish,  fats,  cereals,  and  water. 

An  understanding  of  the  processes  of  digestion  concerned  with  the  body's 
use  of  carbohydrates,  proteins,  fats,  mineral  matter  and  water. 

A  knowledge  of  the  foods  which  are  laxative. 


References 

Bailey — Food  Preparation  and  Serving. 

Hawk — What  We  Eat  and  What  Happens  to  It. 

McCollum  and  Simmonds — Food,  Nutrition,  and  Health. 

Matthews — Elementary  Home  Economics. 

Pattee — Practical  Dietetics. 

Rose — Feeding  the  Family. 

Rose — Foundations  of  Nutrition. 

Wellman — Food  Study  for  High  Schools. 

Willard  and  Gillett — Dietetics  for  High  Schools. 

Red  Cross  Bulletin— Food,  Why?   What?   How? 

Journals  of  Home  Economics — Digests  of  scientific  articles. 


Illustrative  Material 

Food  Stencils. 

Motion  picture  films  from  Illinois  State  Department  of  Public  Health  such  as 

"Shadows"   (food  value  of  milk),  "Big  Gains  for  Little  Bodies"  (diet 

and  health  habits). 
Pictures  from  such  books  as  Winchell's  "Food  Facts  for  Everyday." 
Menus  as  given  in  magazines,  menu  cards,  etc. 
Food  Selection  Score  Card — U.  of  I.  Home  Eco.  Extension  Service. 


FOOD   AND   NUTRITION  21 

Food  for  Health  (Continued) 


Learning  Activities 


Pupils  will  read  in  text  books,  bulletins,  charts  and  other  references  con- 
cerning : 

1.  The  function  and  common  sources  of  carbohydrates,  proteins,  fats, 

mineral  matter,  vitamins,  and  water. 

2.  Factors  which  influence  the  kind  and  amount  of  food  required  for 

health. 

3.  The  amount  and  kind  of  food  necessary  for  health  for  different  ages 

and  under  varying  conditions. 

4.  The  comparative  food  value  of  commonly  used  foods. 

5.  Recent  theories  (in  current  literature)  pertaining  to  food. 

6.  Average  weight  according  to  height,  age,  and  se.x. 

7.  Digestion  and  assimilation  of  food. 

8.  Laxative  foods. 

9.  Criteria  for  use  in  judging  diets  and  menus. 
The  pupils  will  participate  in  class  discussion  on: 

1.  Readings  in  text  books,  bulletins,  charts  and  other  references. 

2.  Amount  of  foods  necessary  for  health  in  terms  of  fruits,  milk,  veg- 

etables, etc. 

3.  Meals  eaten  in  respect  to  food  for  health. 

4.  Foods  which  disagree  with  different  individuals. 

5.  Idiosyncrasies  of  individuals  with  respect  to  food. 

6.  The  principles  involved  in  various  methods  of  "reducing"  and  the 

advisability  of  their  use. 

7.  Validity  of  various  advertisements  of  food  for  health. 

8.  Health  fads. 

The  pupils  will  plan  menus  for  different  ages  applying  the  principles  for 
good  health. 

The  pupils  will  plan  family  menus  varying  in  cost,  time,  and  ease  of  prepa- 
ration, applying  the  principles  for  good  health. 

The  pupils  will  include  in  their  diet  the  amount  and  kind  of  food  necessary 
for  maximum  health.    (Health  score  card  may  be  used.) 

Each  pupil  will  criticize  an  assigned  set  of  menus  for  a  week,  marking  omis- 
sions, substitutions,  and  additions  as  needed. 

Each  pupil  will  plan  a  week's  menu  for  her  family  and  report  it  to  the  class. 


22  SYLLABUS   OF   HOME   ECONOMICS 

IV.   Courtesy  at  Meals 
Objectives 

A  conviction  that  conforming  to  certain  social  customs  is  desirable. 

An  understanding  of  the  value  of  good  table  manners. 

A  desire  to  practice  good  table  manners. 

A  knowledge  of  table  equipment,  table  setting,  table  service,  and  table  eti- 
quette. 

Experience  in  table  setting,  table  service,  and  table  etiquette. 

Judgment  in  determining  the  best  methods  of  table  service  to  use  under 
varying  circimistances. 

Judgment  in  meeting  various  situations  which  arise  in  table  etiquette. 


References 

Bailey,  N.  Beth — Meal  Planning  and  Table  Service. 
Bailey,  Pearl — Food  Preparation  and  Serving. 
Clark  and  Quigley — Etiquette  Junior. 
Matthews — Elementary  Home  Economics. 
Starrett — The  Charm  of  Fine  Manners. 
Wellman — Food  Study  for  High  Schools. 


Illustrative  Material 

Magazine  illustrations  dejjicting  tables  laid  for  special  occasions. 
Booklets  or  folders  from  firms  distributing  china,  silver,  table  linen  and  ap- 
pointments. 
Tables  properly  set  with  desirable  equipment. 


4 


FOOD   AND   NUTRITION  23 

Courtesy  at  Meals  (Continued) 


Learning  Activities 


Pupils  will  observe  a  lecture-demonstration  on  table  setting,  table  etiquette, 

and  table  service. 
Pupils  will  read  in  text  books  and  other  references  concerning: 

1.  Table  setting  and  equipment. 

2.  Types  of  table  service. 

3.  Table  etiquette. 

Pupils  will  participate  in  class  discussion  of: 

1.  Readings  in  text  books  and  other  references  as  above. 

2.  Reasons  for  methods  used  in  table  setting,  table  service,  and  table 

etiquette. 

3.  Duties  of  the  children  in  regard  to  the  above. 

4.  Table  decorations. 

5.  Ways  of  meeting  unusual  situations  which  arise. 

Pupils  will  observe  jMctures,  etc.,  showing  table  setting,  table  service,  and 

table  etiquette. 
Pupils  will  set  the  table  for  various  types  of  meals. 
Pupils  will  practice  table  service  and  etiquette. 
Pupils  will  give  oral  reports  on  assigned  topics. 

Pupils  will  practice  at  home  principles  of  table  setting,  service,  and  etiquette. 
Pupils  will  form  proper  eating  habits  by  eating  properly  the  foods  prepared 

in  laboratory  lessons  throughout  the  course. 


24  SYLLABUS  OF   HOME   ECONOMICS 

V.  Breakfast  Planning,  Preparation,  and  Service 

Objectives 

A  knowledge  of  the  foods  which  are  suitable  for  breakfast  at  different  sea- 
sons of  the  year. 

A  knowledge  of  the  food  value  of  the  different  foods  served  for  breakfast. 

A  knowledge  of  the  source  of  the  most  commonly  used  foods  which  are 
served  for  breakfast. 

A  knowledge  of  the  characteristics  which  denote  quality  of  the  foods  as  pur- 
chased which  are  most  commonly  served  for  breakfast. 

Some  experience  in  planning  breakfasts  which  require  a  minimum  expendi- 
ture of  time,  energy,  and  money. 

A  knowledge  of  the  principles  involved  in  the  preparation  and  care  of  foods 
in  the  home  which  are  served  for  breakfast,  such  as  fruits,  cereals,  eggs, 
hot  breads,  beverages,  etc. 

A  knowledge  of  the  desirable  characteristics  of  the  finished  product  of 
foods  served  for  breakfast,  such  as  cut  grape-fruit,  muffins,  omelet, 
cocoa,  etc. 

Some  experience  in  preparing  and  serving  foods  used  for  breakfasts,  such  as 
stewed  fruits,  cereals,  hot  breads,  etc. 

Some  experience  in  preparing  and  serving  breakfasts  of  various  types. 

An  appreciation  of  the  cost  and  of  the  time  and  energy  required  in  the  prep- 
aration and  service  of  various  breakfasts. 

Judgment  in  the  planning  of  breakfasts  to  meet  different  requirements. 

A  conviction  that  breakfasts  are  essential  for  health. 


References 

Bailey,  N.  Beth — Meal  Planning  and  Table  Service. 

Bailey,  Pearl — Food  Preparation  and  Serving. 

Donham — Marketing  and  Housework  Manual. 

Farmer — Boston  Cooking  School  Cook  Book. 

Matthews — Elementary  Home  Economics. 

Monroe  and  Stratton — Food  Buying  and  Our  Markets. 

Pattee — Practical  Dietetics. 

Wellman — Food  Study  for  High  Schools. 


Illustrative  Material 

Pictures  from  magazines,  etc.,  showing  attractive  finished  products. 

Posters. 

Perfect  products. 


FOOD   AND   NUTRITION  25 

Breakfast  Preparation  (Continued) 

Learning  Activities 

Pupils  will  read  in  text  books  and  other  references  concerning : 

1.  Factors  which  determine  type  of  breakfast  served — as  activity,  sea- 

son, climate,  age,  number  in  family,  meals  for  rest  of  day,  etc. 

2.  Criteria  for  judging  a  well-i)lanned  breakfast. 

3.  Food  value  of  different  foods  served  for  breakfast. 

4.  Princijiles  of  food  preparation  needed  for  preparing  these  foods. 

5.  Methods  of  preparing  foods  for  breakfast,  and  various  methods  of 

serving  them. 

6.  Sources  of  most  commonly  used  foods  which  are  served  for  break- 

fast. 

7.  Characteristics  which  denote  quality   of  foods  as  purchased  which 

are  commonly  used  for  breakfast. 
Pupils  will  participate  in  class  discussion  on : 

1.  Readings  in  text  books  and  references. 

2.  Desirable  characteristics  of  finished  products. 

3.  Foods  suitable  for  breakfast  at  different  seasons  of  the  year. 

4.  Breakfast  menus  from  the  standpoint  of  ease  of  preparation,  cost, 

and  service. 
Pupils  will  plan  breakfasts  of  various  types. 
Pupils  will  prepare  typical  foods  served  for  breakfast  and  discuss  standards 

for  desirable  finished  products. 
Pupils  will  observe  demonstrations  in  the  preparation  of  various  dishes  in 

which  the  technique  is  difficult. 
Pupils  will  prepare,  serve,  and  score  breakfasts  of  various  types. 
Pupils  will  practice  at  home  the  principles  they  have  learned  at  school. 
Pupils  will  observe  in  local  markets  the  various  grades  of  foods  which  are 

served  for  breakfast. 
Pupils  will  summarize  various  principles  of  cookery  which  they  have  learned. 
Pupils  will  give  oral  reports  on  assigned  topics. 
Pupils  will  prepare  posters  illustrating  breakfasts  of  different  types  and  for 

various  occasions. 
Pupils  will  compare  cost  and  number  of  servings  from  different  types  of  the 

same   foods,   example — package   oatmeal   vs.  bulk,   prepared   or  ready 

cooked  cereal  vs.  uncooked,  etc. 


26  SYLLABUS   OF   HOME   ECONOMICS 

VL  Holiday  Foods 
Objectives 

An  ai)preciation  of  the  social  and  economic  significance  of  the  foods  which 
we  serve. 

A  sjiirit  of  sociability. 

A  knowledge  of  etiquette,  menus  and  the  service  for  social  functions. 

Some  experience  in  ])lanning  and  serving  at  a  social  function. 

A  knowledge  of  the  ijrinciples  of  cookery  for  the  foods  which  are  character- 
istic of  the  holiday  season. 

Some  experience  in  the  i)re]iaration  of  foods  which  are  characteristic  of 
the  holiday  season. 

Judgment  in  determining  the  iype  of  social  function  suitable  for  various 
individuals  and  occasions. 


References 

Bailey— Meal  Planning  and  Table  Service. 

Bailey — Food  Preparation  and  Serving. 

Bailey — Food  Products. 

Farmer — Boston  Cooking  School  Cook  Book. 

Grocers  Answer  Book. 

Matthews — Elementary  Home  Economics. 

Monroe  and  Stratton — Food  Buying  and  Our  Markets 

Sherman — Food  Products. 

Van  Arsdale — Oiu-  Candy  Recipes. 

Wellman — Food  Study  for  High  Schools. 

Magazine  articles. 


Illustrative  Material 

Pictures  of  tables  properly  set,  etc. 
Samples  of  foods,  candies,  etc. 
Containers  for  holiday  foods. 


Learning  Activities 


FOOD   AND   NUTRITION  27 

Holiday  Foods  (Continued) 


Pupils  will  read  in  text  books  and  other  references  concerning : 

1.  The  sources  and  countries  producing  condiments,  spices,  nuts,  dried 

fruits,  sugar,  oysters,  cranberries,  poultry,  game,  etc. 

2.  Laws  pertaining  to  jiroduction  of  oj'sters. 

3.  The  principles  of  sugar  cookery. 

4.  Menus,  service,  and  etiquette  for  social  functions. 

5.  The  place  of  the  various  holiday  foods  in  the  diet. 

6.  Methods  of  preparing  holiday  foods. 
Pupils  will  participate  in  class  discussion  on: 

1.  Readings  in  text  books  and  other  references  as  above. 

2.  Desirable  characteristics  of  finished  products. 

3.  Sociability  in  the  home. 

Pupils  will  plan  menus  for  various  social  functions. 

Pupils  will  prepare  and  serve  and  score  various  holiday  foods. 

Pupils  will  give  a  Christmas  party  and  discuss  good  and  poor  points. 

Pupils  will  visit  a  candy  shop  and  observe  commercial  methods  of  produc- 
tion. 

Pupils  will  summarize  the  various  principles  they  ha\e  learned  at  school  and 
will  practice  them  at  home. 

Pupils  will  give  oral  reports  on  various  assigned  topics. 


28  SYLLABUS   OF   HOME   ECONOMICS 

VII.   The  Planning,  Preparation,  and  Service  of 
Luncheon  or  Supper 
Objectives 

A  knowledge  of  the  foods  which  are  suitable  for  hincheon  at  different  sea- 
sons of  the  year. 

A  knowledge  of  the  food  value  of  the  different  foods  served  for  luncheon. 

A  knowledge  of  the  source  of  the  most  commonly  used  foods  which  are 
served  for  luncheon. 

A  knowledge  of  the  characteristics  which  denote  quality  of  the  most  com- 
monly used  foods  as  purchased,  served  for  luncheon. 

Some  experience  in  planning  luncheons  which  require  a  minimum  expendi- 
ture of  time,  energy,  and  money. 

A  knowledge  of  the  principles  involved  in  the  preparation  and  care  of  foods 
in  the  home  which  are  served  for  luncheon — such  as  cream  soups,  sal- 
ads, meat  substitutes,  simple  desserts,  etc. 

A  knowledge  of  the  desirable  characteristics  of  the  finished  products  of 
foods  served  for  luncheon. 

Some  experience  in  preparing  and  serving  typical  luncheon  foods. 

Some  experience  in  preparing  and  serving  luncheons  of  various  types. 

An  appreciation  of  the  cost  and  of  the  time  and  energy  required  in  the 
preparation  and  service  of  various  luncheons. 

Judgment  in  the  planning  of  luncheons  to  meet  different  requirements. 


References 

Bailey,  N.  Beth — Meal  Planning  and  Table  Service. 
Bailey,  Pearl — Food  Preparation  and  Serving. 
Donham — Marketing  and  Housework  Manual. 
Farmer — Boston  Cooking  School  Cook  Book. 
Matthews — Elementary  Home  Economics. 
McCollum  and  Simmons — Food,  Nutrition,  and  Health. 
Monroe  and  Stratton — Food  Buying  and  Our  Markets. 
Pattee — Practical  Dietetics. 
Wellman — Food  Study  for  High  Schools. 


Illustrative  Material 

Perfect  products. 
Score  cards  for  finished  products. 
Suggestive  equipment  such  as  lunch  boxes. 
Pictures  of  attractive  finished  products. 


FOOD   AND   NUTRITION  29 

The  Preparation  of  Luncheon  or  Supper  (Continued) 

Learning  Activities 

Pupils  will  read  in  text  books  and  other  references  concerning: 

1.  Factors  which  determine  type  of  luncheon  served,  such  as  activity, 

season,  climate,  age,  number  in  family,  meals  for  the  rest  of  the 
day,  etc. 

2.  Appropriate  foods  for  luncheons  and  suppers. 

3.  Food  value  of  different  foods  served  for  luncheon. 

4.  Sources  of  the   most   commonly   used   foods  which   are   served   for 

luncheon. 

5.  Characteristics  of  the  commonly  used  foods,  as  purchased,  served  for 

luncheons,  which  denote  quality. 

6.  Principles  involved  in  preparing  typical  luncheon  foods. 

7.  Methods  of  preparing  foods  served  for  luncheons. 
Pupils  will  participate  in  class  discussion  of: 

1.  Readings  in  text  books  and  other  references  as  above. 

2.  Foods  suitable  for  luncheon  at  different  seasons  of  the  year. 

3.  Desirable  characteristics  of  finished  products. 

4.  Luncheon  menus  from  the  standpoint  of  ease  of  preparation,  cost, 

and  service. 

5.  Criteria  to  be  used  in  judging  luncheon  menus. 

Pupils  will  observe  demonstrations  in  the  preparation  of  various  dishes  in 

which  the  technique  is  difficult. 
Pupils  will  prepare  typical  foods  served  for  luncheon  or  supper  and  discuss 

standards  for  desirable  finished  products. 
Pupils  will  plan  luncheons  and  suppers  of  various  types  and  calculate  their 

cost. 
Pupils  will  prepare,  serve,  and  score  luncheons  of  various  types. 
Pupils  will  summarize  the  various  principles  they  have  learned  at  school  and 

will  practice  them  at  home. 
Pupils  will  observe  in  local  markets  the  various  grades  of  foods  which  are 

served  for  luncheon. 
Pupils  will  give  oral  reports  on  assigned  topics. 


30  SYLLABUS   OF   HOME   ECONOMICS 

VIII.  Thrift  in  Meal  Planning  and  Marketing 
Objectives 

A  knowledge  of  the  different  types  of  grocery  stores  and  meat  markets. 

A  knowledge  of  the  factors  which  influence  the  cost  of  food. 

A  knowledge  of  methods  of  ordering  and  buying  food  supplies. 

A  knowledge  of  the  characteristics  which  denote  quality  to  be  looked  for 
in  the  buying  of  food  supplies. 

A  knowledge  of  foods  available  at  different  seasons. 

A  conviction  of  the  importance  of  sanitation  in  the  handling  of  food. 

A  knowledge  of  desirable  sanitary  conditions  in  the  handling  of  food  sup- 
plies. 

A  knowledge  of  the  principles  of  a  food  budget. 

A  conviction  of  the  value  of  a  food  budget. 

Some  experience  in  making  food  budgets. 

Some  experience  in  buying  food  supplies. 

Judgment  in  ordering  and  buying  food  supiilies  to  meet  varying  needs. 

Judgment  in  planning  a  food  budget  to  meet  individual  needs. 

Some  knowledge  of  legislation  affecting  food. 

Some  experience  in  judging  the  value  of  advertised  food  .'^ales. 


References 

Bailey — Food  Preparation  and  Serving. 

Donham — Spending  the  Family  Income. 

Donham — Marketing  and  Housework  Manual. 

Harap — The  Education  of  the  Consumer  (teacher's  reference). 

Matthews — Elementary  Home  Economics.  ' 

Monroe  and  Stratton — Food  Buying  and  Our  Markets. 

Sherman — Food  Products. 

Wellman — Food  Study  for  High  Schools. 

Pamphlets  on  legislation  concerning  food. 


Illustrative  Material 

Cans  of  various  sizes. 

Products  of  various  grades. 

Significant  labels  removed  from  commercially  canned  goods. 

Food  expense  accounts. 

Score  cards  for  grocery  stores,  etc. 


V 


FOOD   AND   NUTRITION  31 

Thrift  in  Marketing  (Continued) 


Learning  Activities 


Pupils  will  read  in  text  books  and  other  references  concerning: 

1.  Types  of  grocery  stores  and  meat  markets. 

2.  Sanitary  handling  of  foods. 

3.  Characteristics  which  denote  quality  of  food  supplies. 

4.  Ordering  and  buying  of  food  supplies. 

5.  Food  budgets. 

6.  Factors  which  influence  cost  of  foods. 

7.  Food  legislation. 

Pupils  will  participate  in  class  discussion  on: 

1.  Readings  in  text  books  and  other  references  above. 

2.  Foods  available  at  different  seasons. 

Pupils  will  observe  and  score  sanitary  conditions  of  local  markets. 

Pupils  will  observe  grades  and  qualities  of  food  supplies. 

Pupils  will  plan  food  budgets  to  meet  their  needs. 

Pupils  will  buy  food  supplies. 

Pupils  will  report  on  can  labels  and  ad\ertisements. 

Pujiils  will  ])lan  meals  for  different  income  levels. 

Pupils  will  keep  records  of  number  of  servings  from  different  packages  and 

containers  and  make  cost  comparisons. 
Pupils  will  plan  and  figure  the  cost  of  food  for  an  emergency  shelf. 
Puiiils  will  gi\e  oral  reports  on  assigned  topics. 


32  SYLLABUS   OF   HOME   ECONOMICS 

IX.  Dinner  Planning,  Preparation,  and  Service 
Objectives 

A  knowledge  of  what  constitutes  a  well-planned  dinner. 

A  knowledge  of  the  foods  which  are  suitable  for  dinner  at  different  seasons 

of  the  year. 
A  knowledge  of  the  food  value  of  the  different  foods  served  for  dinner. 
A  knowledge  of  the  source  of  the  most  commonly  used  foods  which  are 

served  for  dinner. 
A  knowledge  of  what  combinations  of  food  flavors  have  been  found  to  be 

satisfactory. 
A  knowledge  of  the  characteristics  to  be  looked  for  when  purchasing  the 

foods  most  commonly  served  for  dinner. 
Some  experience  in  planning  dinners  which  require  a  minimum  expenditure 

of  time,  energy,  and  money. 
A  knowledge  of  the  principles  involved  in  the  preparation  and  care  of  foods 

in  the  home,  which  are  served  for  dinner,  such  as  meats,  vegetables,  etc. 
A  knowledge  of  the  desirable  characteristics  of  finished  products  of  foods 

served  for  dinner,  such  as  broiled  chops,  mashed  potatoes,  etc. 
Some  experience  in  preparing  and  serving  foods  served  for  dinner. 
Some  experience  in  preparing  and  serving  dinners  of  various  types. 
An  appreciation  of  the  cost  and  of  the  time  and  energy  required  in  the 

preparation  and  service  of  various  dinners. 
Judgment  in  the  planning  of  dinners  to  meet  different  requirements. 


References 

Bailey,  N.  Beth — Meal  Planning  and  Table  Service. 

Bailey,  Pearl — Food  Preparation  and  Serving. 

Donham — Marketing  and  Housework  Manual. 

Farmer — Boston  Cooking  School  Cook  Book. 

Matthews — Elementary  Home  Economics. 

Monroe  and  Stratton — Food  Buying  and  Our  Markets. 

Pattee — Practical  Dietetics. 

Wellman — Food  Study  for  High  Schools. 


Illustrative  Material 

Suggestive  equipment  such  as  pressure  cooker,  steam  cooker,  vacuum  freezer, 

etc. 
Perfect  products. 

Pictures  of  attractive  finished  products. 
Score  cards  for  finished  products. 


FOOD   AND   NUTRITION  33 

Dinner  Preparation  (Continued) 


Learning  Activities 


Pupils  will  read  in  text  books  and  other  references  concerning: 

1.  Factors  which  determine  the  type  of  dinner  served. 

2.  Food  value  of  different  foods  served  for  dinners. 

3.  Principles  involved  in  preparing  typical  dinner  foods. 

4.  Methods  of  preparing  foods  ser\'ed  for  dinner. 

5.  Sources  of  the  most  commonly  used  foods  served  for  dinner. 

6.  Characteristics   of   the   most   commonly   used    foods,   as   purchased, 

served  for  dinner,  which  denote  quality. 
Pupils  will  participate  in  class  discussion  on: 

1.  Readings  in  text  books  and  other  references  as  above. 

2.  Criteria  for  judging  a  well-planned  dinner. 

3.  Foods  suitable  for  dinner  at  different  seasons  of  the  year. 

4.  Dinner  menus  from  the  standpoint  of  ease  of  preparation,  cost,  and 

service. 

5.  The  principles   of   cookery   involved   in  the   i)reparation   of   dinner 

foods. 

6.  Desirable  characteristics  of  finished  products. 

Pupils  will  observe  demonstrations  in  the  preparation  of  various  dishes  in 

which  the  technique  is  difficult. 
Pupils  will  prepare  typical  foods  served  for  dinner  and  discuss  standards  of 

finished  products. 
Pupils  will  plan  dinners  of  various  types. 

Pupils  will  prepare,  serve,  and  score  dinners  of  various  types. 
Pupils  will  visit  local  markets  and  observe  various  grades  of  food  which  are 

served  for  dinner. 
Pupils  will  practice  at  home  the  principles  they  have  learned  at  school. 
Pupils  will  give  oral  reports. 


CLOTHING  AND  TEXTILES 

Planning  the  Wardrobe  and  Starting  the 

Clothing  Expense  Account 
The  Sewing  Machine — Its  Use  and  Care 
Fundamental  Processes  and  Procedures 
Pattern  Use  and  Alteration 
How  to  Make  Simple  Cotton  Garments 
How  to  Judge  Textiles 
How  to  Recognize  Beauty  in  Garments 
How  to  Judge  the  Becomingness  of  Garments 
Garment  Fitting 

How  to  Make  School  Dresses  with  Set-In  Sleeves 
How  to  Dress  Appropriately 
How  Clothing  Influences  Health 
How  to  Make  Afternoon  Dresses 
How  to  Care  for  Clothing  and  Textiles 
The  Clothing  Budget 


36  SYLLABUS   OF   HOME   ECONOMICS 

I.   Planning  the  Wardrobe  and  Starting  the 
Clothing  Expense  Account 
Objectives 

Some   appreciation   of   the   homemaker's   responsibilities   with  reference   to 

clothing  and  textiles. 
A  conviction  of  the  fact  that  it  is  more  important  to  have  skill  in  selecting 

clothing  than  in  making  it. 
Some  appreciation  of  the  money  value  of  one's  wardrobe. 
An  appreciation  of  the  value  of  a  plan  for  buying  clothing. 
A  knowledge  of  the  things  which  affect  the  cost  of  clothing. 
A  knowledge  of  the  things  which  should  influence  one  in  deciding  between 

home-made  and  ready-made  garments. 
Experience  in  planning  one's  wardrobe  for  the  school  year. 
Experience  in  keeping  a  clothing  expense  account. 


References 

Baldt — Clothing  for  Women. 

Buttrick — Principles  of  Clothing  Selection. 

Pamphlets  on  Making  the  Clothing  Inventory,  The  Clothing  Budget,  etc., 

Univ.  of  III.  Extension  Service. 
Taber  and  Wardall — Economics  of  the  Family. 


Illustrative  Material 

Sample  in\entories  and  clothing  budgets. 

Exhibits  of  ready-made  and  home-made  garments  to  contrast  relative  values 

of  each. 
Mail-order  catalogs. 
Advertisements  from  local  stores. 
Forms  for  use  in  recording  clothing  expenditures. 


CLOTHING  AND  TEXTILES  37 

Planning  the  Wardrobe  (Continued) 
Learning  Activities 

The  pupils  will  listen  to  the  teacher's  explanation  of: 

1.  The  general  purposes  and  plans  of  the  course. 

2.  The  garments  to  be  made  in  the  course  and  the  reasons  for  their 

choice. 

3.  The  necessity  for  planning  ahead  to  discover  garments  needed  and 

to  avoid  home  duplication  of  garments  to  be  made  in  class. 

4.  The  meaning  and  value  and  method  of  making  clothing  inventories, 

and  keeping  clothing  expense  accounts. 

Each  pupil  will  consult  her  mother  concerning  the  garments  to  be  made  in 
class  and  their  relation  to  her  present  and  future  wardrobes. 

Each  pupil  will  make  a  clothing  inventory  to  discover  her  wardrobe  needs, 
and  will  sort  out  the  garments  needing  attention  and  those  to  be  given 
away. 

The  pupils  will  discover  prices  of  typical  garments  through  examining  gar- 
ments presented  by  the  teacher,  studying  typical  clothing  catalogues, 
consulting  expense  accounts  at  home,  and  shopping. 

The  pupils  will  list  with  the  inventory  the  approximate  replacement  value 
of  the  clothing  on  hand. 

Each  pupil  will  make  out  a  list  of  clothing  needed  for  the  year  based  on  the 
wardrobe  needs  discovered  by  her  inventory. 

The  pupils  will  participate  in  a  class  discussion  of  such  questions  as : 

1.  Where,  when,  and  how  to  bu.v  typical  garments. 

2.  Suggestions  for  buying  clothing  economically. 

3.  What  to  buy  and  what  to  make  and  why. 

4.  The  use  and  misuse  of  sales. 

5.  Advantages  and  disadvantages  of  buying  by  mail. 

6.  Intelligent  vs.  unintelligent  shopping. 

The  pupils  will  help  in  criticizing  expense  accounts  presented  by  the  teacher, 
will  decide  on  which  type  she  wishes  to  use,  and  will  start  a-  clothing 
expense  account  for  herself. 

In  the  future  each  pupil  will  list  in  her  clothing  expense  account  her  expen- 
ditures for  clothing,  clothing  repairs  and  cleaning,  and  grooming. 


38  SYLLABUS   OF   HOME   ECONOMICS 

II.  The  Sewing  Machine — Its  Use  and  Care 
Objectives' 

The  ability  to  operate  a  sewing  machine. 
The  abihty  to  adjust  stitch  length  and  tension. 

Some  practice  in  cleaning  and  oiling  the  machine  and  in  making  simple  re- 
pairs and  minor  adjustments. 
The  ability  to  use  the  attachments — hemmer,  tucker,  binder,  gatherer. 


References 

Sewing  Machine  Manual  edited  by  makers  of  machines  in  use. 
Whitlock — Clothing  Club  Manual — Univ.  of  111.  Extension  Service. 
Cook — The  Sewing  Machine  (teachers  reference). 


Illustrative  Material 

Wall  charts  showing  machine  construction,  magnified  lock-stitch,  good  and 

poor  tension,  etc. 
Exhibits  of  stitch  lengths  and  tensions. 
Murdock  Scales;  Williams  and  Knapp  Scales. 
Charts  showing  places  for  oiling  machine. 
Samples  of  work  done  by  using  the  machine  attachments. 


^Sonie  teachers  believe  that  it  is  wiser  to  attempt  only  the  first  objective  at  this  time  and 
to  foster  mastery  of  the  others  after  pupils  have  had  several  weeks'  experience  with  the  machine. 
Some  teachers  feel  that  the  ability  to  use  attachments  is  not  a  minimal  essential  and  should  be 
expected   of   only  certain   pupils,  not   all. 


CLOTHING  AND  TEXTILES  39 

The  Sewing  Machine  (Continued) 


Learning  Activities 


The  pupils  will  observe  the  teacher's  demonstration  and  study  reference 
books  to  learn  how  to  operate  a  sewing  machine. 

The  pupils  will  study  manuals  and  wall  charts  (from  sewing  machine  com- 
panies) showing  how  the  machine  works. 

The  pupils  will  observe  the  exhibits  showing  the  results  of  changing  the 
length  of  stitches  and  tightness  and  looseness  of  tension. 

The  pupils  will  observe  the  teacher's  demonstration  of  regulating  tension 
and  stitch  length. 

Each  pupil  will  practice  operating  the  machine  until  her  skill  and  speed  are 
approved  by  the  teacher. 

Each  pupil  will  practice  adjusting  the  stitch  length,  and  upper  tension  (on 
double  pieces  of  typical  fabrics)  until  she  satisfies  the  teacher  of  her 
ability  to  control  them. 

The  pupils  will  observe  the  teacher's  demonstration  showing  how  to  clean 
and  oil  the  machine  and  how  to  make  such  repairs  as  tightening  the 
band,  changing  the  needle,  removing  knotted  thread  from  under  the 
throat  plate,  etc. 

Each  pupil  will  study  reference  material,  and  compile  a  list  of  difficulties 
common  to  the  use  of  the  sewing  machine,  and  the  probable  causes 
and  remedies  for  each. 

Each  pupil  will  clean  and  oil  the  machines  at  the  time  indicated  on  the 
schedule  for  oiling  and  will  make  any  simple  repairs  which  her  ma- 
chine demands  during  the  j'ear. 

Each  pupil  will  stitch  a  holder  or  some  such  article  to  prove  her  ability  to 
stitch  straight,  turn  square  corners,  follow  a  curved  edge,  procure  ac- 
ceptable tension  and  stitch  length,  etc. 

The  pupils  will  observe  a  demonstration  given  by  a  commercial  demonstra- 
tor or  the  teacher  to  learn  the  use  of  machine  attachments. 

The  pupils  will  use,  care  for,  and  adjust  the  machine  during  the  year  with 
little  or  no  assistance  from  the  teacher. 


40  SYLLABUS   OF   HOME   ECONOMICS 

III.  Fundamental  Sewing  Processes  and  Procedures^ 

Objectives 

A  knowledge  of  the  characteristics  of  good  sewing  equipment. 

A  knowledge  of  good  sewing  habits. 

Practice  in  good  sewing  habits. 

Some  appreciation  of  the  importance  of  observing  good  sewing  habits. 

Some  experience  in  following  printed  directions  for  work. 

Practice  in  making  and  judging  fundamental   stitches  and   seams — such  as 

French  and  felled  seams,  running  stitch,  hemming  stitch,  overcasting, 

cutting  and  joining  bias  strips,  straight  hems. 
The  ability  to  distinguish  between  facings  and  bindings. 


References 

Whitlock— Clothing  Club  Manual. 
Cook — Essentials  of  Sewing. 


Illustrative  Material 

Exhibits  of  good  and  poor  equipment. 

Scales  such  as  the  Murdock  Sewing  Scales  and  the  Williams  and  Knapp 
scales. 

Standards  of  accomplishment  such  as  perfectly  made  seams,  stitches,  but- 
ton-holes, etc. 

Exhibits  of  the  assigned  processes  showing  the  steps  in  making. 

Sample  garments,  such  as  those  to  be  next  made  by  students,  showing  the 
use  of  the  processes  and  procedures  now  being  learned. 


^In  departments  which  do  not  have  a  machine  for  each  pupil,  this  unit  is  often  taught 
parallel  to  the  one  on  the  use  of  the  sewing  machine,  so  that  all  pupils  can  work  without  waste 
■of  time.  Some  teachers  prefer  to  parallel  this  unit  with  that  on  the  making  of  simple  garments, 
thus  making  the  pupils'  practice  on  each  process  immediately  precede  the  use  of  the  process 
in  garment  construction. 


CLOTHING  AND  TEXTILES  41 

Processes  and  Procedures  (Continued) 
Learning  Activities 

The  pupils  will  listen  to  the  teacher's  illustrated  lecture  on  the  character- 
istics of  good  sewing  equipment  and  that  desirable  for  class  use. 

Each  pupil  will  study  the  characteristics  of  good  sewing  equipment. 

Each  pupil  will  buy  her  own  sewing  equipment  in  accordance  with  the 
standards  learned. 

The  pupils  will  study  and  observe  the  teacher's  demonstration  of  correct 
sewing  procedures. 

Each  pupil  will  practice  the  sewing  procedures  learned  while  making  gar- 
ments and  doing  other  laboratory  work. 

The  pupils  will  observe  the  teacher's  demonstration  showing  the  steps  in 
such  processes  as  French  and  felled  seams,  the  running  stitch,  and  the 
rapid  over-casting  stitch. 

Each  pupil  will  practice  making  the  seams  and  stitches  on  suitable  scraps 
of  materials  until  her  products  compare  favorably  with  the  standard 
set  by  the  instructor,  probably  using  such  scales  as  the  Murdock  or  the 
Williams  and  Knapp. 

The  pupils  will  study  their  manuals  to  learn  how  to  do  such  things  as  cut- 
ting and  joining  bias,  making  button-holes,  etc. 

Each  pupil  will,  by  studying  her  manual  of  directions  and  observing  the  il- 
lustrative material  exhibited,  learn  how  to  do  the  above  things  and 
make  an  acceptable  example  of  each,  before  using  it  in  a  garment. 

Each  pupil  will  use  these  processes  in  the  first  garments  made. 


42  SYLLABUS   OF   HOME   ECONOMICS 

IV.  Pattern  Use  and  Alteration 

Objectives 

A  general  understanding  of  how  commercial  patterns  are  made. 

A  knowledge  of  the  essential  lines  of  type  patterns — their  proper  direction 
and  intersection. 

The  ability  to  read  and  interpret  patterns — their  symbols,  charts  and  direc- 
tions. 

Accuracy  in  taking  and  recording  measurements  of  patterns,  clothes  and 
pupils'  figures. 

Some  experience  in  testing  pattern  sizes  and  shapes  (back  length,  arm  hole, 
neck  curves). 

A  knowledge  of  the  principles  of  pattern  alteration. 

Some  experience  in  measuring  satisfactory  garments  and  altering  patterns 
to  suit  those  measurements. 

The  ability  to  use  a  simple  pattern. 

1.  Discover  and  select  number  and  size  of  pattern  needed. 

2.  Distinguish  between  the  views  shown  and  select  the  pieces  of  pat- 

tern needed. 

3.  Place  and  pin  pattern  correctly. 

4.  Mark  notches  and  necessary  construction  perforations. 


References 

Whitlock— Clothing  Club  Manual. 

Baldt — Clothing  for  Women  (teacher's  reference). 

Cook — Essentials  of  Sewing. 

Hanna — Pattern  Making  (teacher's  reference). 


Illustrative  Material 

Pattern  alteration  charts  from  commercial  pattern  companies. 
Exhibits  of  patterns  altered,  mounted,  and  labeled. 
Exhibits  of  patterns  properly  laid  on  fabrics  ready  for  cutting. 
Two  or  more  old  patterns  for  each  member  of  the  class  (to  use  in  practicing 
pattern  alterations). 


CLOTHIXG  AND  TEXTILES  43 

Pattern  Use  and  Alteration  (Continued) 
Learning  Activities 

The  pupils  will  observe  the  teacher's  demonstration  of: 

1.  How  patterns  are  made. 

2.  How  and  where  to  measure  garments  and  patterns. 

3.  How  patterns  should  be  altered. 

4.  How  to  lay  and  pin  patterns  for  cutting. 

5.  How  to  use  and  mark  pattern  perforations. 

The  pupils  will  study  reference  readings  and  illustrative  material  to  fix  the 
above  ideas  and  to  learn  the  principles  and  procedures  to  be  followed 
in  choosing,  altering,  and  using  patterns. 

The  pupils  will  participate  in  class  discussions  and  assigned  exercises  calling 
for  the  examination  of  type  patterns  to  discover  their  various  symbols, 
the  meaning  of  perforations,  charts  and  directions,  and  the  alteration 
and  construction  problems  involved. 

The  pupils  will  participate  in: 

1.  A  class  discussion  of  the  likenesses  and  differences  of  the  makes  of 

patterns  used  in  the  community. 

2.  Charting  a  comparison  of  the  symbols  used  in  various  patterns. 
Each  pupil  will  measure  one  or  more  patterns,  compare  their  measurements 

with  assigned  garments  and  persons,  and  recommend  or  make  altera- 
tions needed. 
Each  pupil  will  select,  buy,  test,  and  alter  a  pattern  for  a  simple  garment  for 
herself  and  use  it  in  cutting  out  the  garment  and  in  making  a  working 
plan  for  the  garment's  construction. 


44  SYLLABUS  OF   HOME   ECONOMICS 

V.  How  to  Make  Simple  Cotton  Garments 

(a)  kimono  night  gown,  bungalow  apron  or  pajama  coaf^ 

(b)  bloomers  or  pajama  trousers 

Objectives 

Some  experience  in  judging  suitability  of  fabric,  design,  and  trimming  of 
ready-made  garments. 

Some  experience  in  choosing  and  testing  fabrics  for  the  garments  to  be 
made. 

Some  experience  in  choosing  patterns  suitable  for  chosen  fabrics. 

Experience  in  making  simple  calculations  concerning  amounts  of  material 
needed  for  garment. 

Experience  in  taking  accurate  measurements. 

Experience  in  using  and  altering  patterns. 

Experience  in  judging  suitability  and  durability  of  laces,  embroideries,  and 
other  findings  to  be  used  in  these  garments. 

Experience  in  selecting  seams  suited  to  cotton  cloth  and  to  the  types  of  gar- 
ments chosen. 

Practice  in  selecting  the  type  of  finish  suited  to  purpose,  style,  and  quality 
of  garment  to  be  made. 

Experience  in  making  and  following  a  working  plan  for  garment  construc- 
tion. 

The  ability  to  make: 

1.  Tailor's  tacks. 

2.  French  and  felled  seams. 

3.  Button-holes. 

4.  Outward  curving  hems. 
The  ability  to: 

1.  Do  the  running  stitch,  the  hemming  stitches. 

2.  Cut,  join,  and  use  bias  binding. 

3.  Cut  and  apply  a  fitted  facing. 

4.  Match  and  join  lace  and  embroidery. 

The  ability  to  use  a  score  card  in  judging  garment  construction. 
Some  appreciation  of  the  comparative  value  of  these  garments  and  similar 
ones  "ready-made." 

References 

Whitlock— The  Clothing  Club  Manual. 
Singer — A  Manual  of  Family  Sewing  Machines. 

Bulletins — U.  S.  Department  of  Agriculture,  Miscellaneous  Circular  No.  90, 
"Score  Cards  for  Judging  Clothing  Selection  and  Construction." 

Illustrative  Material 

Ready-made  garments  from  local  stores. 

Samples  of  fabrics  desirable  for  the  garments  to  be  made. 

Exhibits  of  well  made  French  and  felled  seams,  button-holes,  hems,  bind- 
ings, etc. 

Exhibits  showing  the  steps  to  be  followed  in  making  seams,  button-holes, 
hems,  etc. 

Exhibits  of  finishes  suitable  for  garments. 

A  complete  working  plan  for  a  garment  similar  to  those  being  made  in  class. 


these 


'If  other  garments  are  better  suited  to  pupils'  needs  they  should  be  chosen  in  preference  to 


CLOTHING  AND  TEXTILES  45 

Simple  Cotton  Garments  (Continued) 
Learning  Activities 

The  pupils  will  observe  an  exhibit  of  ready-made  garments,  noting  their 
color  combinations,  fabrics,  and  trimmings  used,  relative  prices,  desir- 
able, and  undesirable  features. 

The  pupils  will  observe  the  teacher's  lecture  demonstration  relative  to  fab- 
rics suited  to  use  and  simple  tests  for  use  in  judging  them. 

The  pupils  will  test  assigned  samples  and  report  on  their  relative  desirability. 

The  pupils  will  observe  exhibited  type  patterns  and  discuss  their  relative  ad- 
vantages and  appropriate  uses. 

The  pupils  will  observe  exhibited  seams  and  finishes,  and  discuss  their  ap- 
propriate uses. 

Each  puijil  will  present  for  the  teacher's  approval  a  picture  of  the  garment 
pattern  desired  and  samples  of  fabrics  chosen  for  making  and  trimming 
them. 

Each  pupil  will  test  and  choose  the  fabrics  to  be  used  in  her  garments. 

Each  pupil  will  purchase  and  alter  the  patterns  she  will  use. 

The  pupils  will  hear  the  teacher's  explanations  of  the  value  of  a  working 
plan  and  assist  her  in  making  one  for  a  typical  garment — writing  on 
the  board  the  steps  which  should  be  taken  and  the  order  in  which  they 
should  be  taken. 

Each  pupil  will  carefully  study  her  pattern  and  write  out  a  detailed  plan  for 
use  in  making  each  garment. 

The  pupils  will  note  teacher's  corrections  and  suggestions  on  plans  and  re- 
write them  until  they  are  correct. 

Each  pupil  will  follow  her  working  plans  in  making  her  garments. 

Each  pupil  will  .study  her  manual,  observe  the  teacher's  demonstrations,  and 
study  the  illustrative  material  until  she  learns  how  to  make  the  seams 
and  do  the  processes  demanded  by  her  garments. 

Each  pupil  will  practice  making  the  seams,  hems,  etc.,  which  she  will  use 
in  her  garments  until  she  gains  the  teacher's  approval  for  each. 

Each  pupil  will  make  her  garments  with  a  minimum  of  assistance  from  the 
instructor  and  with  a  maximum  use  of  her  manual,  plan,  and  pattern 
helps. 

The  pupils  will  hear  the  teacher's  explanation  of  a  score  card  and  its  u,?e, 
will  assist  her  in  making  a  score  for  use  in  judging  garments,  and  will 
work  together  in  scoring  a  ready-made  garment. 

Each  pupil  will  use  a  copy  of  the  score  card  for  grading  the  work  of  a  class- 
mate. 

Each  pupil  will  compute  the  cost  of  her  garment  and  compare  its  cost  with 
that  of  a  similar  ready-made  garment. 

Each  pupil  will  prepare  an  oral  theme,  recounting  the  successes  and  dis- 
couragements encountered  in  making  the  garments,  and  the  cautions 
to  be  observed  in  making  similar  garments  in  the  future. 


46  SYLLABUS  OF   HOME   ECONOMICS 

VI.   How  to  Judge  Textiles 
Objectives 

The  ability  to  name  and  explain  the  sources  and  characteristics  of  the  fibers 
commonly  used  in  clothing  and  household  textiles. 

A  knowledge  of  processes  in  manufacture  which  affect  the  serviceability, 
beauty,  and  cost  of  the  fabric. 

The  ability  to  recognize  and  name  commonly  used  fabrics  and  give  their  ap- 
propriate use. 

Some  experience  in  judging  fabrics  as  to  their  suitability,  serviceability,  and 
attractiveness. 

Some  experience  in  determining  the  fiber  content  of  fabrics. 

The  ability  to  determine,  from  the  appearance  of  a  fabric,  the  general 
method  used  in  producing  design. 

Some  appreciation  of  the  factors  influencing  the  price  of  fabrics. 


References 

Denny — Fabrics  and  How  to  Know  Them. 

Dyer — Textile  Fabrics. 

McGowan  and  Waite — Textiles  and  Clothing. 

Nystrom — Textiles  (teacher's  reference) 

Small — How  to  Know  Textiles. 

Woolman  and  McGowan — Textiles  (teacher's  reference) 

Bulletins— McCullough — Textile  Bulletin  (Home  Economics  Extension  Ser- 
vice, Univ'ersity  of  Illinois) 

U.  S.  Department  of  Agriculture,  Farmer's  Bulletin  No.  1449,  "Selection  of 
Cotton  Fabrics." 


Illustrative  Material 

Exhibits  showing  textiles  in  various  stages  of  manufacture. 

Films  from  commercial  concerns  showing  the  manufacture  of  fabrics. 

Many  appropriately  labeled  samples  of  fabrics. 

Pictures  of  textile  sources,  weaves,  yarn  structure,  etc. 

Woven  mats  or  pictures  illustrating  magnified  weaves. 


CLOTHING  AND  TEXTILES  47 

How  to  Judge  Textiles  (Continued) 
Learning  Activities 

The  pupils  will  observe  the  teacher's  demonstration  of  simple  tests  for  judg- 
ing textiles. 

The  pupils  will  study  and  prepare  to  discuss  factors  which  influence  the 
cost,  serviceability,  and  attractiveness  of  fabrics. 

The  pupils  will  examine  pictures,  films,  charts,  or  textile  exhibits  to  discover 
the  sources  of  textiles  and  the  processes  used  in  the  manufacture  of 
fabrics. 

The  pupils  will  study  and  prepare  to  discuss: 

1.  The  sources,  grades,  and  characteristics  of  the  commonly  used  fibers. 

2.  The  main  steps  followed  in  the  manufacture  of  typical  fabrics. 

3.  The   influence   of   certain  manufacturing   processes   on  quality   and 

price. 
The  pupils  will  visit,  if  possible,  textile  mills  or  similar  places  available  in 

the  community. 
The  pupils  will  listen  to  the  teacher's  explanations  of  the  factors  controlling 

the  prices  of  fabrics. 
Each  pupil  will  examine  typical  fabrics,  noting  the  characteristics  of  each, 

the  aj^propriate  use  of  each,  and  their  relative  prices. 
Each  pupil  will  examine  and  compare  different  grades  of  the  same  fabrics, 

noting  appearance,  serviceability,  and  price. 
The  pupils  will  test  assigned  samples  for  fiber  content  and  finish. 
The  pupils  will  examine  other  samples  to  identify  their  name,  weave,  and 

method  used  in  obtaining  design. 
The  pupils  will  compare  for  purposes  of  identification  the  likenesses  and 

differences  of  the  samples  of  various  fabrics  which  can  be  used  for 

each  type  of  garment  to  be  made. 


48  SYLLABUS   OF   HOME   ECONOMICS 

VII.   How  to  Recognize  Beauty  in  Garments^ 
Objectives 

A  knowledge  of  the  principles  of  design  and  their  expression  in  dress. 

A  knowledge  of  criteria  for  judging  color  harmony  in  dress. 

An  appreciation  of  the  meaning  of  harmony  of  texture,  design,  and  color. 

The  ability  to  recognize  garments  which  accord  with  the  principles  of  design 

and  color  harmony. 
The  ability  to  recognize  fabrics  which  are  "good"  in  design. 
Some  appreciation  of  the  difference  between  beautiful  clothes  and  stylish 

clothes. 


References 

Buttrick — Principles  of  Clothing  Selection. 
Goldstein — Art  in  Everyday  Life. 
Izor — Costume  Design  and  House  Planning. 
Weinberg — Color  in  Everyday  Life. 
Bulletins — Hope — Artistic  Dress. 
—Color  in  Dress. 
Mimeographed  material  such  as  "Criteria  for  Judging  Beautj'  in  Dress." 


Illustrative  Material 

Counter  cards  from  pattern  counters. 
Fashion  sheets — a  duplicate  set  for  each  pupil. 
Dresses  from  stores  and  homes. 
Dresses  worn  by  pupils  and  teacher. 
A  color  circle  (on  the  black  board). 
Value  scales  and  intensity  scales. 
Mounted  examples  of  typical  color  schemes. 
Magazine  clippings  illustrating  beauty  in  color  schemes. 
Large  samples  of  figured  fabrics  to  show  good  and  poor  design  and  good  and 
poor  color  combinations. 


'Some  teachers  prefer  to  combine  this  unit  with  the  one  on  becomingness.  Others  prefer  to 
teach  beauty,  becomingness,  and  appropriateness  as  one.  Either  of  these  plans  is  possible  but 
they  are  apt  to  court  confusion  in  pupils'  minds. 


CLOTHING  AND  TEXTILES  49 

Beauty  in  Garments  (Continued) 


Learning  Activities 


The  pupils  will  listen  to  the  teacher's  illustrated  talks  on:  ' 

1.  The  difference  between  beautiful  and  unattractive  clothes. 

2.  Design  principles  applied  to  dress. 

3.  Principles  of  color  harmony  in  dress. 

4.  Design  and  color  principles  applied  to  fabrics. 

The  pupils  will  read  references  to  discover  definite  suggestions  for  judging 
costumes  with  respect  to  each  art  principle  as  informal  balance,  lack  of 
balance,  good  proportion,  harmony  of  line,  good  monochromatic 
scheme,  poor  complementary  scheme,  effective  use  of  figured  material, 
unattractive  combination  of  plain  and  figured  fabrics,  a  design  perfect 
in  every  respect,  etc. 

The  pupils  will  report  the  suggestions  learned  and  see  their  use  illustrated 
by  the  teacher  as  she  audibly  judges  garments  exhibited  and  those  il- 
lustrated by  counter  cards. 

The  pupils  using  these  same  criteria  will  judge  other  dresses  and  other  illus- 
trations. 

The  pupils  will  observe  designated  illustrations  in  fashion  sheets  and  decide 
(and  report)  for  each  the  principle  which  it  illustrates  or  denies. 

Each  pupil  will  discover,  mount,  label,  and  explain  in  writing  one  or  more 
examples  (pictures  of  dresses)  of  each  of  the  points  considered. 

The  pupils  will  judge  and  comment  on  the  designs  and  color  schemes  shown 
in  the  fabrics  displayed. 

Each  pupil  will  bring  from  home  one  or  more  samples  of  fabrics  which  are 
attractive  or  unattractive  and  explain  to  the  class  why  she  considers 
each  so. 

Each  pupil  will  bring  or  wear  to  class  a  dress  which  she  believes  to  be  truly 
beautiful  and  explain  to  the  class  why  it  is  so  (or  what  changes  need 
to  be  made  to  make  it  so.) 


50  SYLLABUS  OF   HOME  ECONOMICS 

VIII.  How  to  Judge  the  Becomingness  of  Garments 
Objectives 

A  conviction  of  the  fact  that  one's  choice  of  clothes  affects  one's  apparent 
size,  proportions,  and  coloring. 

A  knowledge  of  those  colors,  lines,  textures,  and  designs  which  are  consid- 
ered becoming  to  individual  types — blonde,  brunette,  short,  stout,  slen- 
der, athletic,  ingenue,  etc. 

An  understanding  of  the  effect  of  color  and  line,  and  of  the  reasons  used  in 
judging  their  use. 

A  knowledge  of  criteria  for  use  in  judging  becomingness  of  dress. 

vSome  experience  in  analyzing  individual  characteristics  and  selecting  suitable 
clothing  designs. 

Some  experience  in  judging  the  becomingness  of  clothes  to  individuals. 


References 

Buttrick — Principles  of  Clothing  Selection. 

Goldstein — Art  in  Everyday  Life  (teacher's  reference). 

Parsons — The  Psychology  of  Dress  (teacher's  reference). 

Pickens — Secrets  of  Distinctive  Dress. 

Story — How  to  Dress  Well. 

Weinberg — Color  in  Everyday  Life  (teacher's  reference). 

Bulletins — Hope — Artistic  Dress,  Color  in  Dress. 


Illustrative  Material 

A  color  circle  on  the  board. 

Colored  fabrics  in  half-yard  lengths,'  representing  all  the  colors  most  com- 
monly used  in  clothes. 
Counter  cards  showing  a  variety  of  lines  and  designs. 
Duplicate  sets  of  fashion  sheets. 
Trial  collars  of  various  shapes  and  textures. 

Dresses  of  the  same  size  but  showing  great  differences  in  lines,  textures,  etc. 
Hats  of  all  types,  shapes,  and  colors.^ 
U.  S.  D.  A.  film— "What  Shall  We  Wear?" 


'These  may  be  of  cheese  cloth  and  dyed  I)y  pupils. 
^Each  pupil  can  bring  2  or  3  from  home. 


CLOTHING  AND  TEXTILES  51 

Becomingness  of  Garments  (Continued) 
Learning  Activities 

The  pupils  will  observe  the  teacher's  illustrated  lecture  concerning  the  effect 
of  typical  lines,  colors,  and  textures  on  individuals  of  different  types. 

The  pupils  will  obser\e  and  listen  to  the  teacher  as  she  trys  various  colors 
on  pupils  with  various  coloring  and  explains  why  each  is  becoming  or 
unbecoming. 

The  pupils  will  study  in  preparation  for  reports  on  suitable  lines  and  de- 
signs for  typical  figures,  and  irregularities  of  figure,  and  colors  becom- 
ing to  persons  of  different  types. 

The  pupils  will  watch  as  the  teacher  tries  a  variety  of  hats  on  several  girls 
and  explains  why  each  is  becoming  or  unbecoming. 

The  pupils  will  observe  selected  counter  card  illustrations  of  costumes  and 
contribute  to  a  discussion  concerning  the  type  figures  .to  which  each 
would  be  becoming. 

The  pupils  (working  in  groups  of  three)  will: 

1.  Try  on  colored  fabrics  in  an  endeavor  to  discover  which  are  the  more 

becoming  colors. 

2.  Try  on  various  collars  in  an  attempt  to  discover  which  neck  lines 

and  which  textures  are  more  becoming. 

3.  Try  various  hats  to  see  which  types  are  most  becoming. 

The  pupils  will  select  (from  fashion  sheets)  illustrations  of  costumes  which 

they  consider  becoming  to  each  type  of  figure  and  suitable  for  each 

irregularity. 
Each  pupil  will  decide  which  type  she  is  and  what  irregularities  of  figure  she 

has;   and  will  then  list  those  elements  of  costume  which  she  should 

use  and  those  which  she  should  avoid. 
Each  pupil  will  make  a  color  chart  showing  colors  and  materials  that  are 

becoming  to  her. 
Each  pupil  will  bring  to  class  a  dress,  coat,  or  hat  and  the  class  will  help  her 

decide  how  each  can  be  made  more  becoming  to  her. 
Each  pupil  will  wear  to  class  a  dress  or  costume  which  she  believes  to  be 

becoming  and  explain  to  the  class  why  it  is  so. 


52  SYLLABUS  OF  HOME  ECONOMICS 

IX.   Garment  Fitting^ 
Objectives 

A  knowledge  of  standards  for  a  perfectly  fitting  garment. 

The  ability  to  use  these  standards  in  judging  the  fit  of  garments. 

The  ability  to  recognize  the  most  common  "misfits." 

A  knowledge  of  the  remedies  for  common  "misfits." 

Some  ability  to  fit  garments. 


References 

Whitlock— Clothing  Club  Manual. 
Cook — The  Essentials  of  Sewing. 


Illustrative  Material 

Pictures  of  garments  representing  common  "misfits." 
Garments  in  wear  which  do  and  do  not  illustrate  desirable  standards. 
Plain  garments  (of  unbleached  muslin  or  similar  fabric)  for  use  in  demon- 
strating common  misfits  and  methods  of  fitting. 


'Some  teachers  prefer  to  parallel  this  unit  with  the  next  one,  instead  of  teaching  it  before 
the  dresses  are  started. 


CLOTHING  AND  TEXTILES  53 

Garment  Fitting  (Continued) 
Learning  Activities 

The  pupils  will  listen  to  the  teacher's  explanation  and  illustration  of  "stand- 
ards for  a  properly  fitted  garment." 

The  pupils  will  criticize  the  fit  of  typical  dresses  tried  on  by  class  members. 

The  pupils  will  listen  to  the  teacher's  lecture-demonstration  concerning  rem- 
edies for  common  misfits. 

The  pupils  will  observe  fitting  problems  presented  by  the  teacher  and  sug- 
gest and  make  the  alterations  needed. 

Each  pupil  will  practice  fitting  by  fitting  on  another  pupil  the  plain  un- 
bleached muslin  dresses  kept  for  that  purpose. 

The  pupils  will  criticize  the  fit  of  and  suggest  needed  alterations  for  typical 
garments  being  made  in  class. 

Each  pupil  will  fit  the  dresses  being  made  by  her  sewing  partners. 


54  SYLLABUS  OF   HOME   ECONOMICS 

X.   How  to  Make  School  Dresses  with  Set-In  Sleeves 
Objectives 

Experience  in  testing,  judging,  and  selecting  fabrics  for  service  garments. 
Experience  in  interpreting,  altering,  and  using  commercial  patterns.^ 
Experience  in  selecting  seams,  finishes,  and  fastening  suited  to  the  texture  of 

cloth  and  type  of  dress. 
Experience  in  judging  the  fit  of  several  dresses,  analyzing  difficulties  and 

suggesting  remedies. 
A  knowledge  of  how  a  correctly  set  sleeve  looks  and  the  ability  to  set  a 

sleeve. 
The  ability  to  make  false  French  seams,  patch  pockets,  set-in  pockets,  etc. 
The  ability  to  sew  on  snaps,  hooks  and  eyes. 
The  ability  to  attach  collars  and  cuffs  to  a  garment. 
The  ability  to  "pink"  raw  edges. 
The  ability  to  make  a  curved  hem. 
The  ability  to  make  and  use  the  catch  stitch. 
Experience  in  making  and  following  a  plan  for  work. 
■   The  ability  to  distinguish  between  good  and  poor  construction  technique. 
Experience  in  scoring  garments  according  to  construction,  design,  and  be- 

comingness  to  the  wearer. 


References 

Whitlock— Clothing  Club  Manual. 
Cook — Essentials  of  Sewing. 

Supplementary  mimeographed  material  covering  sleeve  setting,  fitting,  etc. 
Score  cards. 

Bulletins — U.  S.  D.  A.,  Miscellaneous  Circular  No.  90.  "Score  Cards  for  Judg- 
ing Clothing  Selection  and  Construction." 


Illustrative  Material 

Exhibits  of  seams,  etc.,  in  typical  materials  ajipropriatcly  finished. 
Exhibits  showing  the  steps  in  construction  for  all  new  processes. 
One  or  more  typical  garments  well  made  and  well  finished — for  pupil  ref- 
erence and  comparison. 


'Each  puiiil  sliould  l)e  required  to  use  a  different  make  of  pattern  for  each  giiriiient  so  that 
her   pattern   experience   will   be   as   varied    as  possible. 


CLOTHING   AND  TEXTILES  55 

School  Dress  (Continued) 


Learning  Activities 


The  pui)ils  will  attend  to  the  teacher's  illustrated  suggestions  concerning  the 

tyi)es  of  patterns  which  may  be  used  and  the  kinds  of  fabrics  which 

may  be  chosen. 
If  possible  the  i)ui)ils  will  go  with  the  teacher  to  one  or  more  stores  to  see 

the  fabrics  available  and  note  their  relative  advantages. 
Each  jjupil  will  choose  a  design  and  a  fabric  for  her  dress  and  submit  for  the 

teacher's  approval  a  j^icturc,  sample  of  fabric,  and  a  written  (or  oral) 

defense  of  her  choice. 
Each  pupil  will  study  her  pattern,  test  it,  and  alter  it  if  necessary. 
Each  pupil  will  write  out  a  detailed  list  of  steps  to  be  followed  in  making 

the  garment,  using  the  pattern  helps,  and  her  sewing  manual. 
She  will  follow  this  plan,  when  corrected  and  completed,  in  making  her  dress. 
The  iniinls  will  observe  the  teacher's  demonstration  of  new  jjrocesses  to  be 

used,  and  will  study  them  in  their  manuals. 
Each  pupil  will  practice  the  assigned  processes  and  submit  a  sample  of  each 

for  approval  before  working  it  out  in  her  garment. 
The  pupils  will  from  time  to  time  observe  dresses  which  present  typical  or 

unusual  fitting  problems  and  assist  the  pupil-fitter  in  deciding  upon  the 

needed  remedies. 
The  pupils  will  observe  the  teacher's  demonstration  of  sleeve  setting. 
Each  pupil,  using  the  practice  material  supplied,  will  set  a  sleeve  according 

to  the  demonstration  and  the  directions  in  the  text. 
Each  pupil  will  construct  her  dress  with  a  minimum  of  assistance  from  the 

instructor  and  a  maximum  use  of  her  plan,  pattern  and  text. 
Each  pupil  will  fit  the  dress  for  her  assigned  partner,  gaining  the  instructor's 

approval  before  cutting  or  rebasting. 
Each  pupil  will  use  a  score  card  in  grading  either  a  classmate's  dress  or  her 

own  dress. 
The  pupils  will  observe  a  selected  group  of  ready-made  garments  (similar  to 

theirs)  and  compare  them  with  the  class-made  garments  as  to  "style," 

beauty,  construction,  and  price. 
Each  pupil  will  compute  the  cost  of  her  garment  and  compare  it  with  that 

of  a  similar  garment  ready-made. 
Each  pupil  will  present  an  oral  theme  reporting  the  success  of  her  garment 

in  terms  of  textile  content,  beauty  of  design,  becomingness,  and  econ- 
omy, and  suggesting  cautions  to  be  obsei"ved  in  making  similar  gar- 
ments in  the  future. 


56  SYLLABUS   OF   HOME  ECONOMICS 

XI.   How  to  Dress  Appropriately 

Objectives 

A  conviction  of  the  importance  of  dressing  appropriately  for  all  occasions. 

Some  appreciation  of  the  fact  that  it  is  more  important  to  be  dressed  suit- 
ably than  to  be  dressed  beautifully  or  stylishly. 

A  knowledge  of  those  lines,  colors,  fabrics  and  accessories  which  are  consid- 
ered appropriate  for  school  or  business,  sport,  afternoon,  and  evening. 

Some  appreciation  of  the  fact  that  one's  costume  should  be  appropriate  to 
one's  age,  purse,  and  social  position  as  well  as  to  the  occasion. 

Some  experience  in  criticizing  costumes  from  the  standpoint  of  appropriate- 
ness. 


References 

Buttrick — Principles  of  Costume  Selection. 

Goldstein — Art  in  Everyday  Life. 

Picken — Secrets  of  Distinctive  Dress. 

Story — How  to  Dress  Well. 

Bulletins — Hope — Fashion,  Its  Use  and  Abuse. 


Illustrative  Material 

Typical  and  complete  outfits  for  business,  afternoon,  and  evening  wear. 
Accessories  of  various  types — shoes,  hose,  jewelry,  gloves,  etc. 
Pictures  of  persons  costumed  for  typical  occasions. 


CLOTHING  AND  TEXTII-ES  57 

Appropriate  Dress  (Continued) 


Learning  Activities 


The  pupils  will  listen  to  an  illustrated  talk  on  appropriate  dress. 

The  pupils  will  study  and  prepare  to  discuss  the  clothing  and  accessories 
which  are  considered  suitable  for  typical  occasions  and  for  wear  with 
each  other. 

The  pupils  will  participate  in  a  discussion  of  the  appropriateness  of  dress  as 
revealed  in  selected  pictures. 

The  pupils  will  direct  the  teacher's  selection  of  accessories  for  typical  out- 
fits and  will  decide  on  the  appropriate  places  for  their  wear. 

Each  pupil  will  note  the  dress  of  her  school-mates  and  of  the  persons  whom 
she  sees  on  the  street,  etc.,  and  report  to  the  class  their  correct  or  in- 
correct costuming. 

Each  pupil  will  compile  a  list  of  suggestions  which  need  to  be  observed  in 
her  school  and  community. 

Each  pupil  will  wear  to  chiss  a  costume  which  she  believes  to  be  appropri- 
ate for  school  and  street,  and  report  to  the  class  on  her  reasons  for 
judging  each  item  of  her  wardrobe. 


58  SYLLABUS   OF   HOME   ECONOMICS 

XII.    How  Clothing  Influences  Health 
Objectives 

A  knowledge  of  the  requirements  of  hygienic  garments. 
A  desire  to  dress  healthfully  in  spite  of  fashion. 
Experience  in  judging  clothing  by  health  standards. 


References 

McGowan  and  Waite— Textiles  and  Clothing. 

Bulletins — Hygiene   of  the   Feet,  Univeresity   of   Illinois  Home   Economics 
Extension  Circular. 


Illustrative  Material 

Underwear  illustrating  both  healthful  and  undesirable  aspects. 
Shoes  of  various  types. 

Fabrics  illustrating  factors  influencing  body  ventilation,  cleanliness,  etc. 
Outer  garments  suitable  for  wear  under  typical  circumstances  such  as  camp- 
ing, hiking,  etc. 
Clothing  for  children — both  desirable  and  undesirable. 
Charts  from  firms  such  as  Cantilever  Shoe  Company. 


CLOTHING  AND  TEXTILES  59 

Clothing  and  Health   (Continued) 
Learning  Activities 

The  pupils  will  listen  to  an  illustrated  criticism  of  garments  from  the  stand- 
point of  health. 

The  pupils  will  study  and  report  on  those  characteristics  which  are  desirable 
in  healthful  clothes. 

The  pupils  will  discuss  present  day  styles  in  dress,  pointing  out  which  fads 
are  wholesome  and  which  do  not  contribute  to  positive  health. 

The  pupils  will  listen  to  illustrated  talks  on  such  specific  problems  as  "The 
Requirements  of  Proi)er  Shoes." 

The  pupils  will  participate  in  a  class  criticism  of  exhibited  fabrics  and  gar- 
ments. 

The  pupils  will  study  or  make  one  or  more  score  cards  for  use  in  judging 
their  clothes  from  the  standpoint  of  health. 

Each  pupil  will  study  her  wardrobe  and  report  to  class,  its  violations,  and 
illustrations  of  the  rules  learned  in  class. 


60  SYLLABUS  OF  HOME  ECONOMICS 

XIII.   How  to  Make  Afternoon  Dresses 
Objectives 

Experience  in  testing,  judging,  and  selecting  fabrics  for  thin  summer  dresses. 

Experience  in  selecting  patterns  for  use  in  making  garments  of  sheer  fabrics. 

Experience  in  interpreting,  altering,  and  using  commercial  patterns. 

Experience  in  selecting  seams,  finishes,  and  fastenings  suited  to  the  texture 
and  type  of  dress. 

Experience  in  judging  the  fit  of  several  dresses,  analyzing  difficulties  and 
suggesting  remedies. 

The  ability  to  do  such  new  processes  as  are  called  for  by  the  requirements 
of  the  garments,  such  as  shirring,  ruffling,  tucking,  inserting  lace  or  em- 
broidery, piecing  lace,  draping  fabrics,  tacking  drapery  in  place,  etc. 

Experience  in  cutting  and  making  a  garment. 

Experience  in  making  and  following  a  working  plan. 

Experience  in  scoring  garments  according  to  construction,  design  and  be- 
comingness. 


References 

Whitlock— Clothing  Club  Manual. 
Cook — Essentials  of  Sewing. 

Supplementary  mimeographed  material  covering  sleeve  setting,  fitting,  etc. 
Score  cards. 

Bulletins — U.  S.  Department  of  Agriculture  Miscellaneous  Circular  No.  90, 
"Score  Cards  for  Judging  Clothing  Selection  and  Construction." 


Illustrative  Material 

Exhibits  of  seams,  etc.,  in  typical  materials  appropriately  finished. 
Exhibits  showing  the  steps  in  construction  for  all  new  processes. 
One  or  more  typical  garments  well  made  and  well  finished — for  pupils'  ref- 
erence and  comparison. 


CLOTHING  AND  TEXTILES  61 

Afternoon  Dresses  (Continued) 
Learning  Activities 

The  pupils  will  attend  to  the  teacher's  illustrated  suggestions  concerning  the 

types  of  patterns  which  may  be  used  and  the  kinds  of  fabrics  which 

may  be  chosen. 
If  possible,  the  pupils  will  go  with  the  teacher  to  one  or  more  stores  to  see 

fabrics  available  and  note  their  relative  advantages. 
Each  pupil  will  choose  a  design  and  a  fabric  for  her  dress  and  submit  for 

the  teacher's  approval  a  picture,  sample,  and  a  written   (or  oral)   de- 
fense of  her  choice. 
Each  pupil  will  study  her  pattern  and  alter  it  if  necessary. 
Each  pupil  will  write  out  a  detailed  list  of  steps  to  be  followed  in  making 

the  garment,  using  the  pattern  helps  and  her  sewing  manual. 
She  will  follow  this  plan,  when  corrected  and  completed,  in  making  her  dress. 
The  pupils  will  observe  the  teacher's  demonstration  of  new  processes  to  be 

used,  and  will  study  them  in  their  manuals. 
Each  pupil  will  practice  the  assigned  processes  and  submit  a  sample  of  each 

for  approval  before  working  it  out  in  her  garment. 
The  pupils  will  from  time  to  time  observe  dresses  which  present  typical  or 

unusual  fitting  problems  and  assist  the  pupil-fitter  in  deciding  upon  the 

needed  remedies. 
Each  pupil  will  construct  her  dress  with  a  minimum  of  assistance  from  the 

instructor  and  a  maximum  use  of  her  plan,  pattern,  and  text. 
Each  pupil  will  fit  the  dress  for  her  assigned  partner,'  gaining  the  instructor's 

approval  before  cutting  or  rebasting. 
Each  pupil  will  use  a  score  card  in  grading  either  a  classmate's  dress  or  her 

own  dress. 
The  pupils  will  observe  a  selected  group  of  ready-made  garments  (similar  to 

theirs)  and  compare  them  with  the  class-made  garments  as  to  "style," 

beauty,  construction,  and  price. 
Each  pupil  will  compute  the  cost  of  her  garment  and  compare  it  with  that 

of  a  similar  garment  ready-made. 
Each  pupil  will  present  a  written  or  oral  theme  reporting  the  success  of  her 

garment  in  terms  of  textile  content,  beauty  of  design,  becomingness, 

and  economy,  and  suggesting  cautions  to  be  observed  in  making  similar 

garments  in  the  future. 


^New    partner   assignments   should   he   iiiade    for    taoli    garment    so   that   each    pupil    can    have 
a  variety  of  figures  to  fit. 


62  SYLLABUS   OF   HOME   ECONOMICS 

XIV.  How  to  Care  for  Clothing  and  Textiles 
Objectives 

Some  appreciation  of  the  importance  of  keeping  one's  clothes  in  good  con- 
dition. 

Some  appreciation  of  the  fact  that  much  care  can  be  avoided  by  wisdom  in 
selection. 

A  knowledge  of  the  typical  devices  available  for  the  care  of  clothing  such  as 
cedar  chests,  moth-proof  bags,  dress  covers,  shoe  trees,  drying  frames, 
etc. 

Ability  to  patch  and  to  darn  clothes. 

The  ability  to  darn  hose  and  mend  "runners." 

Experience  in  washing  typical  articles  such  as  silk  ho.se,  wool  sweater,  etc. 

Experience  in  brushing  and  pressing  wool. 

Experience  in  removing  typical  stains. 

A  knowledge  of  the  relative  advantages  of  typical  soaps  and  bluings. 

A  knowledge  of  the  approved  procedures  to  be  followed  in  "doing  a  wash- 
ing." 

A  knowledge  of  how  to  store  furs  and  wools,  so  that  they  are  protected  from 
moths. 


References 

Balderston — Laundering. 

Baldt — Clothing  for  Women. 

Elledge  and  Wakefield — Conservation  of  Textiles. 

McGowan  and  Waite — Textiles  and  Clothing. 

Woolman — Clothing,  Choice,  Care,  and  Cost. 

Whitlock— Clothing  Club  Manual. 

Bulletins — Bureau  of  Home  Economics,  Washington,  D.  C,  "Stain  Removal" 
U.  S.  D.  A.  Farmer's  Bulletin  No.  1089.  "Selection  and  Care  of  Cloth- 
ing." 


Illustrative  Material 

Worn  clothing  well  darned  and  patched. 

Worn  hose  well  darned. 

Devices,  sold  by  local  firms,  which  aid  in  keeping  clothes  in  order. 

Pictures  of  other  devices  from  advertisements. 

Samples  of  reagents  used. 


CLOTHING  AND  TEXTILES  63 

How  to  Care  for  Textiles  (Continued) 
Learning  Activities 

The  pupils  will  listen  to  the  teacher's  illustrated  talk  concerned  with: 

u.  The  social   and  economic   importance   of  carefully  caring   for   one's 
clothes. 

b.  The  care  that  can  be  avoided  by  wise  planning. 

c.  Planning  an  ideal  clothes  closet. 

The  pupils  will  observe,  in  a  store  or  in  the  school  room,  a  collection  of 
equipment  and  devices  which  can  be  used  in  caring  for  clothing. 

The  pupils  will  study  texts  and  search  in  papers  and  magazines  for  descrip- 
tions and  illustrations  of  other  devices  which  are  advertised  for  use. 

Each  pui)il  will  analyze  the  equipment  needs  for  her  home  and  list  the  de- 
vices desirable  for  use  there. 

The  pui)ils  will  watch  the  teacher's  demonstrations  of  patching  and  darning, 
brusliing  and  pressing,  washing  and  stain  removal. 

The  pupils  will  study  references  and  prepare  to  discuss  proper  procedures 
for  mending,  cleaning,  and  caring  for  clothing  and  household  textiles. 

Each  pupil,  using  text  references  and  the  exhibited  illustrative  material,  will 
do  assigned  exercises  in  mending  and  cleaning. 

Each  puiiil  will  report  to  the  class  on  improvements  which  she  can  make 
in  the  care  of  her  clothing. 


64  SYLLABUS   OF   HOME  ECONOMICS 

XV.  The  Clothing  Budget 
Objectives 

Some  appreciation  of  the  money  value  of  one's  wardrobe. 

Some  appreciation  of  the  value  of  a  plan  for  buying  clothing. 

An  appreciation  of  the  value  of  keeping  an  expense  account. 

Some  experience  in  comparing  a  tentative  budget  with  an  expense  account 
and  modifying  the  budget  accordingly. 

A  knowledge  of  one's  clothing  expenditure"  for  the  school  year. 

Experience  in  analyzing  expenditures  and  judging  their  wisdom. 

A  knowledge  of  the  percentages  of  income  usually  spent  for  clothing  at  typi- 
cal income  levels. 

A  knowledge  of  approved  relationships  of  the  parts  of  a  clothing  budget. 

Experience  in  planning  a  clothing  budget  for  a  definite  period. 


References 

Baldt — Clothing  for  Women. 

Buttrick — Principles  of  Clothing  Selection. 

Pamphlets  on  Making  the  Clothing  Budget,  etc. 


Illustrative  Material 

Records  of  pupils'  clothing  expenditures  for  the  school  year. 

Sample  clothing  budgets  from  commercial  sources  such  as  the  John  Wana- 

maker  stores. 
Charts  or  posters  illustrating  the  divisions  of  income  and  the  divisions  of 

the  clothing  dollar. 


CLOTHING  AND  TEXTILES  65 

The  Clothing  Budget  (Continued) 
Learning  Activities 

The  pupils  will  discuss  their  clothing  expense  accounts  and  will  find  the 
average  expenditure  for  the  class. 

The  pupils  will  study  to  learn  how  to  make  a  clothing  budget. 

The  puijils  will  discuss  the  average  class  expenditure  in  relation  to  the  text's 
suggestion  of  the  expenditure  for  families  of  average  size  and  income. 

Each  pupil  will  compare  hei  expense  account  with  her  original  list  of  cloth- 
ing needed  for  the  year  and  prepare  to  explain  their  differences. 

The  pupils  ■\'ill  assist  the  teacher  in  making  a  three-year  clothing  budget  for 
a  typical  high  school  girl  in  that  community. 

Each  pupil  will  determine  how  the  suggested  budget  can  be  adjusted  to  suit 
her  needs  and  her  share  of  her  family's  income. 

Each  ijupil  will  make  out  a  clothing  budget  for  herself. 


HOME  MANAGEMENT 

Family  Relationships 

Budgeting  and  Accounting 

Saving — Why  and  How 

Home  Selection  and  House  Planning 

Furnishing  and  Equipping  the  House 

House  Management  and  Care 

Health  and  Personal  Hygiene 

Child  Care  and  Training 

The  Family's  Responsibility  to  Society 

Yard  and  Garden 


68  SYLLABUS   OF   HOME   ECONOMICS 

I.   Family  Relationships 
Objectives 

Some  appreciation  of  the  relationships  desirable  in  family  life. 

Some  knowledge  of  the  attributes  of  successful  family  life. 

An  appreciation  of  the  fact  that  housekeeping  and  home-making  are  not 
synonymous. 

Some  appreciation  of  the  family's  responsibility  in  preventing  divorce,  juve- 
nile delinquency,  and  improper  moral  standards. 

Some  appreciation  of  the  family's  responsibility  for  character  building. 

Some  appreciation  of  the  fundamental  personality  traits  desirable  in  every 
member  of  the  family,  and  some  knowledge  of  how  they  ma.y  be  de- 
veloped. 

An  appreciation  of  the  obligations  of  each  member  of  the  family  to  the 
other  members  of  the  family. 

A  knowledge  of  some  of  the  most  common  causes  of  family  troubles  and 
some  suggestions  for  preventing  them. 

Some  practice  in  analyzing  family  situations  and  suggesting  reasons  for  suc- 
cesses and  failures. 

An  appreciation  of  the  importance  of  jiracticing  good  manners  at  home. 

An  appreciation  of  the  importance  of  definitely  planning  leisure  time  activ- 
ities. 

Some  knowledge  of  ways  of  jiroviding  exercise,  recreation,  and  amusement 
for  the  family. 

Some  knowledge  of  several  worthwhile  interests  which  men  and  women  can 
have  outside  the  home  and  an  appreciation  of  their  value. 

A  knowledge  of  some  worthwhile  interests  for  children  within  and  outside 
the  home. 

Some  knowledge  of  how  time  and  money  may  be  spent  for  personal  develoji- 
ment. 

Some  experience  in  judging  the  wisdom  of  typical  uses  of  leisure  time. 

Some  experience  in  planning  leisure  time  activities  for  a  typical  family. 

Some  knowledge  of  home  activities  of  interest  to  persons  of  different  ages — 
adults,  young  people,  adolescents,  grade  school  pupils,  young  children. 

References 

Pupil- 
Selected  articles  and  stories  from  magazines  such  as  the  American  and 

CJood  Housekeeping. 
Canfield— The  Home  Maker. 
Richards — The  Art  of  Right  Living. 
Spencer — The  Family  and  Its  Members. 
Tarbell — The  Business  of  Being  a  Woman. 

Teacher — 

Abel — Successful  Family  Life  on  a  Moderate  Income. 

Cabot— What  Men  Live  By. 

Devine — The  Normal  Life. 

Goodsell — The  History  of  the  Family.   Chapter  13. 

Groves — The  Drifting  Home. 

Groves — Social  Problems  of  the  Family. 


Illustrative  Material 

Books,  toys,  games,  pictures. 

Selected  moving  pictures  depicting  typical  family  situations. 


HOME   MANAGEMENT  69 

Family  Relationships  (Continued) 
Learning  Activities 

The  i)ui)ils  will  listen  to  the  teacher  lecture  on: 

1.  Some  of  the  responsibilities  which  society  expects  the  family  to  as- 

sume such  as  economic,  social,  and  physical. 

2.  The  approved  waj^s  of  assuming  such  responsibilities. 

3.  Some  of  the  common  causes  of  family  troubles  and  divorce. 

4.  The  attributes  of  successful  family  life. 

The  pupils  will  study  references  on  and  partieii)ate  in  class  discussion  of: 

1.  The  difference  between  a  house  and  a  home. 

2.  The  influence  which  home  life  has  upon  the  members  of  the  family. 

3.  The  fundamental  pcnsonal  traits  desirable  in  every  member  of  the 

family. 

The  jiujiils  will  report  on  a.ssigned  stories  illustratincr  some  of  the  obligations 
which  the  members  of  a  family  have  to  each  other. 

The  pupils  will  read  and  help  collect  stories  of  family  situations  which  illus- 
trate successes  and  failures  of  home  life. 

The  pupils  will  hear  the  teacher's  explanations  and  illustrations  of: 

1.  The  importance  of  definitely  planning  for  constructi\e  leisure-time 

activities. 

2.  Outside  activities  ap])roi)riate  for  persons  of  all  ages. 

3.  Methods  of  substituting  desirable  activities  for  undesirable  ones. 

The  pupils  will  read  .suggestions  of  worthy  leisure-time  acti\'ities. 

Each  i)upil  will  ])lan  a  scheme  of  leisure-time  acti\'ities  for  the  members  of 
a  described  family  in  this  community. 

Each  pupil  will  modify  this  plan  to  suit  the  recreation  portion  of  the  budget 
for  the  "average"  family. 

Each  pupil  will  study  several  stories  to  discover  the  main  problem  illus- 
trated, the  solution  suggested  by  the  writer,  and  other  possible  solu- 
tions. 

Each  pupil  will  describe  in  writing,  the  relationships  desirable  in  an  ideal 
home. 

Each  ])upil  will  analyze  the  relationships  in  some  family  which  she  knows 
and  report  to  the  class  in  what  respects  it  approaches  the  ideal  and  in 
what  ways  it  needs  changing. 

Each  i)upil  will  write  a  report  on  her  relationships  in  her  family  and  will 
give  the  reasons  why  she  considers  it  is  satisfactory  at  present  or  will 
give  constructive  suggestions  on  how  it  could  be  bettered. 


70  SYLLABUS   OF   HOME   ECONOMICS 

II.  Budgeting  and  Accounting 
Objectives 

An  appreciation  of  plans  and  budgets  as  the  basis  of  all  sound  business  or- 
ganization. 

An  appreciation  of  the  economic  value  of  woman's  work  in  the  home. 

Some  knowledge  of  sources  of  incomes  and  the  approximate  amount  de- 
rived from  representative  trades,  businesses  and  professions. 

A  knowledge  of  the  divisions  of  the  budget;  what  is  included  in  each  divi- 
sion, and  the  relations  of  the  divisions. 

A  knowledge  of  the  percentage  of  the  income  commonly  assigned  to  these 
divisions  at  typical  income  levels. 

Some  knowledge  of  changes  that  may  be  made  in  budgets  to  fit  personal  or 
family  problems. 

Experience  in  planning  theoretical  budgets  for  type  families. 

An  appreciation  of  the  value  of  keeping  accovmts  and  a  knowledge  of  a  few 
of  the  most  satisfactory  methods  in  use. 

Some  experience  in  managing  a  personal  allowance. 


References 

Abel — Successful  Family  Life  on  a  Moderate  Income. 
Andrews,  Benjamin — Economics  of  the  Household  (teacher's  reference) 
Donham,  S.  A. — Spending  the  Family  Income. 
Frederick,  Christine — Efficient  Housekeeinng. 
Lord — Getting  Your  Money's  Worth. 
Taber — The  Business  of  the  Household. 
Taber  and  Wardall — Economics  of  the  Family. 
Home  Economics  Extension  Leaflet — Budgets. 

Bulletins — ^U.  S.  Department  of  Agriculture,  Miscellaneous  Circular  No.  68, 
"Planning  Your  Family  Expenditures." 


Illustrative  Material 

Tables  and  charts  showing  divisions  of  budgets  at  different  income  levels. 

Expense  accounts  and  account  forms. 

Budgets  of  homemakers,  business  women,  and  school  girls. 

Budget  studies  from  commercial  sources. 


HOME  m.\n.\(;ement  71 

Budgeting  and  Accounting  (Continued) 
Learning  Activities 

The  pui)ils  will  listen  to  talks  by  the  teacher: 

1.  On  the  use  of  accounts  and  budgets  in  bvisinesses  of  various  kinds. 

2.  On  the  reasons  for  the  differences  in  percentage  of  income  assigned 

to  the  divisions  of  the  budget  at  different  income  levels. 
The  pupils  will  study  to  discover: 

1.  The  value  of  accounts  and  budgets  as  the  basis  of  all  sound  business 

organization. 

2.  The  percentage  of  the  income  commonly  assigned  to  the  divisions  of 

the  budget  at  typical  income  levels. 
The  pupils  will  participate  in  class  discussions: 

1.  Of  the  economic  value  of  woman's  work  in  the  home  as  a  producer 

and  as  a  buyer. 

2.  Of  budget  changes  that  may  be  made  to  fit  jicrsonal  or  family  prob- 

lems. 

3.  Of  a  plan  for  budgeting  the  income  of  a  particular  family  in  a  par- 

ticular situation. 
p]ach  jjupil  will  work  exercises: 

1.  In  classifying  items  of  expenditure  under  the  divisions  of  the  budget. 

2.  In  planning  theoretical  budgets  for  various  type  families  and  situ- 

uations. 

3.  In  discovering  the  economic  value  of  her  mother's  work  and  her 

work  at  home. 
Each  pupil  will : 

1.  Make  out  an  expense  account  showing  her  approximate  cost  to  her 

family  for  a  year,  and  classifying  expenditures  according  to  the 
usual  divisions  of  the  budget. 

2.  Make  posters  or  give  oral  reports  showing: 

a.  Just    and    unjust    distribution    of    the    income    among    various 

family  members. 

b.  Wise  and  unwise  expenditure  of  income  by  families. 

3.  Start  keeping  an  account  of  her  personal  expenditures. 

4.  Start  keeping  an  account  of  the  family's  expenditures. 

5.  Make  a  detailed  budget  for  her  personal  expenditures  for  the  school 

year. 

6.  Make  a  general  budget  for  her  family  for  a  year. 


72  SYLLABUS   OF   HOME   ECONOMICS 

III.  Saving — Why  and  How 

Objectives 

A  conviction  of  the  importance  of  systematic  saving  and  the  investment  of 
savings. 

A  desire  to  start  or  continue  systematic  saving  for  one  or  more  specific  pur- 
poses. 

Some  knowledge  of  typical  methods  of  saving. 

Some  appreciation  of  the  advantages  and  disadvantages  of  typical  invest- 
ments. 

Some  knowledge  of  investment  criteria. 

Some  experience  in  judging  investments  by  these  criteria. 

The  ability  to  compute  interest  on  investments. 

Some  experience  in  finding  out  current  prices  of  t.vpical  good  investments. 


References 

Andrews — Economics  of  the  Household  (teacher's  reference). 

Donham,  A.  S. — Spending  the  Family  Income. 

Lord — Getting  Yoin*  Money's  Worth. 

Taber  and  Wardall — Economics  of  the  Familj\ 

Taber — The  Business  of  the  Household. 


Illustrative   Material 

Investment  forms  such  as: 

Saving  account  books. 

Postal  saving's  cards. 

Life  insurance  policies. 

Bonds,  stocks,  and  mortgages. 
Advertisements  sent  out  by  bond  and  investment  companies. 
Charts  showing  life  insurance  types,  rates,  etc. 


HOME    MANAGEMENT  73 

Saving  (Continued) 


Learning  Activities 


Tho  ])ui)ils  will  hear  talks  on: 

1.  The  importance  of  systematic  sa\ing. 

2.  Reasons  and  rewarfls  for  sa\  infi. 

3.  Ways  to  begin  savings. 

4.  Relative  advantages  of  typical  methods  of  saving. 

5.  Investment  criteria. 

The  pupils  will  study  references  to  discover: 

1.  Types  of  investments  and  their  relative  worth. 

2.  Conditions  necessary  for  saving. 

3.  Difference  between  good  and  i^oor  investments. 
Each  i)ui)il  will : 

1.  Collect   advertisements   of   investments   and   judge   their   worth    in 

terms  of  the  criteria  learned. 

2.  Chart  the  advantages  and  disadvantages  of  the  typical  investments 

in  the  light  of  the  investment  criteria. 

3.  Work  problems  showing  the  ad\antages  of  systematic  saving. 

4.  Discover  the  kinds  of  insurance  available  in  her  community  and  de- 

cide which  are  needed  or  desirable  for  her  family. 

5.  Disco\er  what  methods  of  sa\ing  are  used  by  parents  in  providing 

funds  for  their  children's  education  or  their  future  needs. 

6.  Decide  upon  a  method  of  saving  suited  to  her  needs,  and  compute 

the   amounts   to   be   invested   and   the   interest   accruing   over   a 
lieriod  of  years. 


74  SYLLABUS  OF   HOME   ECONOMICS 

IV.   Home  Selection  and  House  Planning 
Objectives 

Some  knowledge  of  locations  and  characteristics  desirable  in  a  site. 

Some  knowledge  of  factors  which  influence  the  cost  of  site  and  building. 

Some  knowledge  of  desirable  housing  standards. 

Some  knowledge  of  lot  sizes  and  building  limitations  current  in  the  district. 

An  appreciation  of  the  advantages  and  disadvantages  of  renting,  owning 
one's  own  home,  living  in  an  apartment,  and  living  in  a  house. 

Some  knowledge  of  characteristics  desirable  in  the  house  itself  such  as  in 
the  heating  system,  lighting,  ventilation,  plumbing,  floor  plan,  etc. 

Some  experience  in  reading  architectural  plans. 

Some  appreciation  of  what  constitutes  good  room  arrangement. 

The  ability  to  recognize  good  and  poor  features  of  floor  plans. 

The  ability  to  recognize  good  and  poor  design  in  house  exteriors. 

An  appreciation  of  the  desirability  of  an  attractive  lawn. 

An  appreciation  of  the  desirability  of  laying  out  the  house  and  lot  with  ref- 
erence to  convenience  and  attractiveness. 


References 


Calkins,  C.  W. — Course  in  House  Planning  and  Furnishing. 

Frederick — Efficient  Housekeeping. 

Gray,  Greta — House  and  Home  (teacher's  reference). 

Mathews,  Mary — The  House  and  Its  Care. 

Quinn — Planning  and  Furnishing  the  Home. 

Robinson,  E.  L. — Domestic  Architecture  (teacher's  reference). 

White — Successful  Homes  and  How  to  Build  Them. 

Bulletins — Government.   How  to  Own  Your  Home. 


Illustrative  Material 

Slides  or  pictures  showing  houses  beautiful  and  ugly,  desirable  and  undesir- 
able, of  various  types. 

Slides  or  pictures  showing  good  and  poor  building  sites. 

Books  of  house  plans  furnished  by  lumber  companies,  architectural  firms, 
etc. 

Pictures  of  architectural  features  as  roofs,  doorwaj^s,  entrances,  stairways, 
windows,  etc. 

Samples  of  floor  (wood,  tile,  linoleum,  composition)  and  woodwork  finishes. 

Advertising  material  from  companies  selling  building  materials  or  related 
articles,  as  fireplace  fittings,  etc. 

Landscape  gardening  plats  from  florists.     . 

Color  charts  from  paint  companies. 


HOME    MANAGEMENT  75 

Home  Selection  and  House  Planning  (Continued) 
Learning  Activities 

The  pupils  will  study  references  and  listen  to  the  teacher's  discussion  to 
discover: 

1.  Desirable  housing;  standards. 

2.  Characteristics  desirable  in  home  sites  and  houses. 

3.  Elements  of  situation  or  construction  which  add  materially  to  the 

cost  of  shelter. 

4.  Advantages  and  disadvantages  of  living  in  apartments  and  li\ing  in 

houses,  renting,  owning  one's  home. 

5.  Desirable  room  arrangements. 

6.  Application  of  art  principles  to  exterior  design  and  interior  design. 
The  jnijiils  will  observe: 

1.  House  i)lans,  their  representation  of  windows,  doors,  stairways,  etc. 

2.  Slides  or  pictures  showing  types  of  architecture,  pleasing  vistas,  win- 

dow grouping,  types  of  stairwaj^s,  etc. 

The  pupils  will  judge  house  plans  as  to  desirable  and  undesirable  arrange- 
ments of  rooms,  vistas,  placing  and  number  of  doors  and  windows, 
space  available  for  furniture,  good  or  poor  utilization  of  space. 

The  pupils  will  take  field  trips  through  finished  and  unfinished  houses  to 
judge  their  beauty  and  convenience. 

Each  pujiil  will  select  a  house  for  a  particular  family  and  explain  its  suit- 
ability for  that  family. 


76  SYLLABUS  OF   HOME   ECONOMICS 

V,   Furnishing  and  Equipping  the  House 
Objectives 

An  understanding  of  how  a  home  expresses  the  personality  of  its  occupants. 

Some  knowledge  of  the  fundamental  principles  of  art  as  applied  to  interior 
decoration. 

Some  knowledge  of  the  practical  and  artistic  characteristics  desirable  in 
background  treatments — floors,  rugs,  walls,  wall  papei-s,  draperies,  and 
curtains,  and  simple  tests  for  judging  them. 

Some  knowledge  of  the  practical  and  artistic  characteristics  desirable  in  fur- 
niture, pictures,  and  accessories  and  simple  tests  for  judging  them. 

A  knowledge  of  criteria  for  judging  pleasing  combinations  and  arrangements 
of  backgrounds,  furniture,  pictures,  and  accessories. 

Some  experience  in  rearranging  furniture  and  rehanging  pictures. 

Some  knowledge  of  the  kinds,  desirable  characteristics,  and  tests  for  judging 
such  furnishings  as  mattresses,  table  linen,  bedding,  towels,  silver,  china 
and  glassware,  and  kitchen  utensils. 

A  knowledge  of  what  labor  saving  devices  are  on  the  market  and  the  sat- 
isfaction they  give  in  home  use. 

Some  knowledge  of  the  factors  to  be  considered  in  choosing  typical  devices. 

Some  appreciation  of  the  intelligent  care  needed  in  using  such  devices. 

References 

Goldstein — Art  in  Everyday  Life. 

Ives — Home  Convenience  (teacher's  reference). 

Jakway — Princii)les  of  Interior  Decoration  (teacher's  reference). 

Mathews — The  House  and  Its  Care. 

Parsons — Interior  Decoration  (teacher's  reference). 

Quinn — Planning  and  Furnishing  the  Home. 

Rolfe — Interior  Decoration  for  the  Small  House. 

Sell  and  Sell — Furnishing  the  Little  House. 

Wright — Interior  Decorations  for  Modern  Needs. 

Bulletins : 

U.  S.  Department  of  Agriculture,  Farmers'  Bulletin  No.  1516,  Principles 

of  Window  Curtaining. 
U.  S.  Department  of  Agriculture,  Department  Circular  No.  189,  Tiie 

Well  Planned  Kitchen. 
U.  S.  Dejiartment  of  Agriculture,  Farmere'  Bulletin  No.  1219,  Floors 

and  Floor  Coverings. 
U.   S.   Dejiartment   of   Agriculture,   Farmers'  Bulletin   No.   927,   Farm 
Home  Conveniences. 

Illustrative  Material 

Pictures  showing  good  and  jtoor  lines  and  forms  in  house  furnishings. 
Pictures  showing  good  and  poor  arrangement  of  furniture  with  regard  to 

line,  mass,  and  balance. 
Pictiu'es  showing   i)leasing   and   non-ploasing   color   combinations   in    house 

furnishings. 
Samploti  of  tyi)ical  materials  for  window  drai)eries  and  glass  curtains. 
Samples  of  floor  coverings,  wall  pajjcrs,  and  such  accessories  as  vases,  candle 

sticks,  i)ictin'es,  etc. 
Samples  of  wood  finishes,  including  paints. 
Furnishing  budgets  from  conunercial  concerns  such  as  the  Wanamaker  stores. 


HOME   MANAGEMENT  77 

Furnishing  and  Equipping  the  House  (Coiuiiuicd) 
Learning  Activities 

The  i>ui)ils  will  study  references  to  discover  the  characteristics  desirable  in 
background  treatments,  furnishings  of  all  types,  and  labor  saving  de- 
vices. 

The  pupils  directed  by  the  teacher's  explanations  will  examine  materials 
rei)resenting  tj'^pical  furnishings — both  desirable  and  imdesirable — such 
as  wall  paper,  drajiery  materials,  linens,  etc. 

The  ini))ils  will  take  trips: 

1.  To   stores   to   see   desirable   and    undesirable   furniture,    furnishings, 

labor  saving  de\ices,  etc. 

2.  To  demonstration  rooms,  "Better  Hom(\s"  hou.ses.  or  ])rivate  homes 

to  see  furniture  arrangements,  window  treatments,  color  schemes, 
use  of  acces.sories,  etc. 
Each    i)upil    will    assemble    pictures   from    advertisements    to    illustrate   the 
furnishing  of  an  assigned  room  within  a  gi\en  co.st,  and  will  justify  her 
selection  of  the  different  furnishings. 
Each  pupil  will  prepare  sketches  and  explanations  representing: 

1.  Some  room  arrangement,  preferably  the  family  living  room  or  the 

student's  own  room. 

2.  The  same  room  re-arranged  according  to  the  princiiilcs  learned. 


78  SYLLABUS  OF   HOME   ECONOMICS 

VI.  House  Management  and  Care 
Objectives 

Some  appreciation  of  the  responsibilities  of  a  house  manager. 

Some  appreciation  of  the  importance  of  efficient  house  management. 

Some  experience  in  phinning  the  routine  activities  involved  in  hou.sekeeping. 

A  knowledge  of  how  to  perform  the  routine  and  seasonal  duties  involved  in 
the  care  of  the  house. 

Experience  in  typical  household  activities,  such  as  dusting,  silver  cleaning, 
etc. 

Some  knowledge  of  the  problems  and  processes  involved  in  typical  house- 
hold activities  such  as  laundry  work,  cleaning,  etc. 

Some  experience  in  making  and  using  a  schedule  for  household  tasks  per 
day  and  per  week. 

Some  appreciation  of  the  possibility  of  saving  time  and  energy  by  intelli- 
gently planning  and  analyzing  one's  activities. 

Some  appreciation  of  the  economic  value  of  woman's  work  in  the  home. 

Some  knowledge  of  the  care  required  by  plumbing,  lighting,  and  heating 
systems. 

Some  knowledge  of  the  identity  and  habits  of  common  household  pests  and 
protection  against  these  pests. 


References 

Andrews — Economics  of  the  Household  (teacher's  reference). 

Balderston — Home  and  Institutional  Laimdering  (teacher's  reference). 

Balderston — Housewifery. 

Frederick — Efficient  Housekeeping. 

Mathews — The  House  and  Its  Care. 

Streeter — Homemaking  Simplified. 

Taber — The  Business  of  the  Household. 

Bulletins: 

U.  S.  Department  of  Agriculture,  Farmers'  Bulletin  No.   1194,   Oper- 
ating a  Home  Heating  Plant. 
U.  S.  Department  of  Agriculture,  Farmers'  Bulletin  No.  1180,  House 

Cleaning  Made  Easier. 
From  Home  Economics  Bureau  and  Department  of  Agriculture,  and 
commercial  concerns. 


Illustrative  Material 

Posters  showing  identity,  danger  and  breeding  places  of  common  household 

pests. 
Pictures  of  types  of  furnaces,  other  heating  plants,  and  stoves  showing  how 

they  are  constructed. 
Posters  showing  the  construction  of  i)lumbing  fixtures. 
Slides  from  the  Department  of  Agriculture. 
Exhibits  of  typical  cleaning  equipment  and  cleaning  agents. 


* 


HOMK    MANAGEMENT  79 

House  Management  and  Care  (Continued) 

Learning  Activities 

The  ]ni]iil.s  will  study  references  and  recite  on: 

1.  'rh(>  dilTcMence  between  efllciency  and  inefficiency  in  house  manage- 

ment. 

2.  General  methods  of  sweejiinfr,  (histing,  and  eleaninfi,  etc. 

3.  Tlie   schechihng   of   hous(>hold   tasks;    making   of   daily   and   we(>kiy 

schedules;  the  advantages  of  systematizing  household  tasks. 

4.  The  jircvention  of  and  methods  of  exterminating  flies,  mosquitoes, 

moths,  ants,  etc. 
The  pu]Mls  will  listen  to  and  observe  the  teacher's  lecture  demonstration  on: 

1.  I'lumbing  troubles  and  remedies  (e.g.  water  hammer,  dripping  faucet, 

hall  cocks)  ;  how  to  change  fuses;  how  to  make  minor  repairs  in 
electrical  equipment. 

2.  The  care  of  a  gas  range,  tireless  cooker,  kitchen  sink,  and  refrigera- 

tor; bed  making;  dusting;  dish  washing;  laundering;  dry  cleaning. 
Each  pupil  will: 

1.  Select  .some  one  room  in  her  home  and  be  responsible  for  the  daily 

and  weekly  care  of  it  for  a  given  length  of  time.    (This  involves 
the  making  and  use  of  a  schedule.) 

2.  Prepare  an  efficient  daily  and  weekly  .schedule   for  the   household 

tasks  in  her  home. 

3.  Making  minor  repairs  in  the  jilumbing  and  lighting  fixtiu'es,  etc.,  at 

home  and  report  on  them. 

4.  Prepare  time  budgets  for  homemaker  living   under   varying  condi- 

tions. 

5.  Care  for  home  apjiliances  as  the  range,  the  sink,  and  the  refrigerator 

for  a  given  length  of  time. 

6.  Clean  windows  and  mirrors,  metals  of  various  kinds,  woods  of  vari- 

ous finishes,  etc. 

7.  Make  a  time  study  or  motion  study  of  some  home  task. 
The  pupils  will  listen  to  the  teacher's  jiresentation  of: 

1.  The  responsibilities  of  a  house  manager. 

2.  The  importance  of  efficient  house  management. 

The  class  will  work  out  the  money  value  of  the  work  ])(Mformed  daily  or 
weekly  by  the  a\'erage  homemak(T  of  the  ^"icinity. 


80  SYLLABUS   OF   HOME   ECONOMICS 

VII.   Health  and  Personal  Hygiene 
Objectives 

A  conviction  of  the  importance  of  positive  health. 

A  knowledge  of  what  constitutes  good  health. 

An  appreciation  of  the  importance  of  sufficient  weight. 

A  knowledge  of  standards  for  judging  household  sanitation. 

Some  knowledge  of  how  to  protect  one's  self  and  family  from  typical  ail- 
ments and  the  spread  of  disease. 

A  knowledge  of  the  principles  involved  in  selecting  a  well-balanced  diet. 

The  ability  to  correct  unbalanced  diets. 

An  appreciation  of  the  contribution  which  clothing  should  make  toward 
health. 

Some  knowledge  of  the  health  services  furnished  by  the  community,  the 
state,  the  nation,  and  certain  commercial  concerns  such  as  the  Life  Ex- 
tension Institute. 

Some  knowledge  of  first  aid  and  correct  care  for  the  sick. 


References 


Blount— Health. 

Broadhurst,  J. — Home  and  Community  Hj'giene. 

Lippitt,  L. — Personal  Hygiene. 

Pope — Home  Care  of  the  Sick. 

Rose — Feeding  the  Family. 

Woman's  Foundation  of  Health — Positive  Health. 

Bulletins: 

American  Red  Cross — Food,  Why?   What?   How? 

American  Red  Cross — Home  Care  of  the  Sick. 

American  Red  Cross— First  Aid. 

Bulletins    from    the    Illinois   Department    of    Public    Health    such    as 
"Healthy,  Happy  Womanhood." 


Illustrative  Material 

Pictures  of  healthy  children  and  children  suffering  from  typical  ailments. 

Healthy  Children.' 

Motion  iiicture  films  from  the  Illinois  State  Department  of  Public  Health 

such  as  "How  Disease  is  Spread,"  "How  to  Prevent  Disease,"  etc. 
"Health"  and  "Food  Selection"  score  cards. 
Pictures  of  valuable  foods. 
Pictures  of  hygienic  shoes. 
Sample  garments  to  show  the  difference  between  hygienic  and  unhygienic 

clothing. 


HOME   MANAfiEMENT  81 

Health  and  Hygiene  (Continued) 
Learning  Activities 

Tlio  ])U])il.s  will  listen  to  talks  on: 

1.  Iiiipoitiinco  of  i)Ositive  health. 

2.  Standards  for  health. 

3.  Standards  for  jud^in^  health  habits. 
Th(^  ))iil)ils  will  obser\(>: 

1.  Demonstrations  of  "First  Aid." 

2.  Pictures  of  germ-carrying  insects. 

3.  Pictures  of  healthy  children  and  those  suffering  from  tj'pical   ail- 

ments such  as  adenoids,  rickets,  etc. 

4.  Exhibits  of  proper  and  poor  shoes. 
Each  puijil  will  study  to  discover: 

1.  What  constitutes  good  health. 

2.  How  to  acquire  and  maintain  health. 

3.  Hygienic  conditions  desirable  in  a  home. 

4.  How  to  judge  clothing  from  the  standpoint  of  health. 

5.  Rules  for  selecting  a  balanced  diet. 

6.  How  to  prevent  and  care  for  colds. 

7.  How  to  prevent  the  sjiread  of  disease. 
The  i)upils'will  participate  in  class  discussion  of: 

1.  Diet  for  health. 

2.  Clothes  for  health. 

3.  Shelter  for  health. 

4.  Good  health  habits. 

5.  Health  services  furni.shed  by  city,  state,  and  nation. 
Each  pupil  will: 

1.  Report  on  the 

a.  Health  .-services  available  in  this  commimity. 

b.  Health  laws  of  community. 

2.  Collect  illustrations  showing  desirable  health  habits  such  as  coughing 

into  one's  handkerchief,  etc. 

3.  Score  her  diet  for  several  days,  using  food  selection  score  cards. 

4.  Plan  menus  for  her  family  for  a  week. 

5.  Score  her  own  health  habits  for  a  week. 

6.  Get  weighed  and  compare  her  weight  with  the  a\erage  for  her  age 

and  height. 


82  SYLLABUS   OF   HOME   ECONOMICS 

VIII.   Child  Care  and  Training 
Objectives 

An  appreciation  of  the  pri\ilege  and  responsibility  that  the  care  of  children 
represents. 

An  appreciation  of  the  importance  of  intelligent  and  systematic  training  for 
babies  and  young  children. 

A  conviction  of  the  inadequacy  of  the  knowledge  and  training  which  most 
mothers  bring  to  their  duties  as  mothers. 

A  knowledge  of  proper  sources  of  information  and  opportunities  for  training. 

An  appreciation  of  the  importance  of  forming  proper  habits  early. 

Some  knowledge  of  how  proper  habits  may  be  formed. 

Some  appreciation  of  the  importance  of  surrounding  children  with  worth- 
while and  beautiful  things — books,  songs,  pictures,  toys,  etc. 


References 

Bundeson — Child  Health. 

Cleveland — Training  the  Toddler. 

Fisher — Mothers  and  Children  (teacher's  reference). 

Gesell — The  Mental  Health  of  the  Pre-School  Child  (teacher's  reference). 

Groves — Wholesome  Childhood. 

Gruenberg — Your  Child  Today  and  Tomorrow  (teacher's  reference). 

Haviland — Character  Training  in  Childhood. 

Lucas — The  Health  of  the  Runabout  Child. 

Spencer — The  Family  and  Its  Members. 

Child  Health  Association  Publications — The  Babv,  The  Child  from  Two  to 
Six. 

Children's  Bureau  Publication — No.  143.    Child  Management. 

Selected  readings  from  magazines  such  as  "Children,  the  Magazine  for  Par- 
ents." 

Metro])olitan  Life  Insurance  Company — Pamphlets  on  Child  Care  and 
Training. 

National  Committee  for  Mental  Hygiene — Habit  Training  for  Children. 

Pamphlets  from  the  Government  Printing  Office  at  Washington,  D.  C.  such 
as  "The  Wonderful  Storv  of  Life." 


Illustrative   Material 

Equipment  for  bathing  and  dressing  a  baby. 

Simple  layette. 

Pictures  of  garments  suitable  for  small  children. 

Meals  set  up  for  children  of  various  ages. 

Slides  showing  i)roper  and  imjiroper  feeding  of  children  and  their  respective 

effects. 
Charts  showing  feeding  schedules  and  foods  for  infants  and  children. 


HOME   MANAGEMENT  g3 

Child  Care  and  Training  (Continued) 
Learning  Activities 

The  puiiils  will  read  and  prepare  to  discuss: 

1.  The  problems  children  present  and  their  solutions. 

2.  The  importance  of  forming  i)roper  habits  early. 

3.  Fundamental  habits  which  should  be  formed  early. 

4.  How  projier  habits  may  be  formed. 
The  jiupils  will  obser\'e  and  listen  to: 

1.  A  lecture  demonstration  on  the  bathinjr  and  dressing  of  a  baby. 

2.  A  demonstration  of  the  preparation  of  infants'  food. 
The  pupils  will  listen  to : 

1.  A  talk  by  the  teacher  or  by  a  successful  mother  on  the  privilege  and 

responsibility  that  the  care  of  children  represents. 

2.  A  talk  by  the  teacher,  nurse,  or  a  successful  mother  on  the  import- 

ance of  the  early  formation  of  pro])er  habits  of  health,  morality, 
and  social  conduct. 

3.  A  talk  on  how  i)roper  habits  may  be  formed. 

4.  A  talk  by  the  teacher  (or  a  child  training  specialist)   on  sources  of 

helpful  material  on  the  care  and  training  of  children. 
The  pui)ils  will  participate  in  the  class  discussion  of: 

1.  The  proper  food  for  children. 

2.  The  proper  health  habits  for  children. 

3.  Common  behavior  difficulties,  their  causes  and  cures. 

4.  Methods  of  developing  an  appreciation  of  beautiful  things. 

The  jiuinls  will  prepare  posters  showing  the  foods  suitable  for  a  child  of  a 
definite  age,  the  hours  of  feeding,  and  good  and  bad  conditions  for 
feeding,  valuable  and  useless  toys,  etc. 

Each  pupil  will: 

1.  Report  on  the  feeding,  care,  and  training  of  a  child  of  her  acquaint- 

ance, its  good  and  poor  aspects. 

2.  Plan  a  week's  menus,  adequate  in  every  respect,  for  a  child  of  three 

years. 

3.  Report  on  special  reading  assignments. 

4.  Report  on  her  visit  to  a  baby  clinic. 

5.  Prepare   a   simple,   cla.ssified   bibliography   of  helpful   references   on 

child  care  and  training. 


84  SYLLABUS   OF   HOME   ECONOMICS 

IX.  The  Family's  Responsibility  to  Society 
Objectives 

Some  appreciation  of  the  homemaker's  responsibility  for  the  "larger  house- 
keeping." 
An  appreciation  of  the  fact  that  national  and  state  government  and  local 

civic  administration  are  important  parts  of  home-making. 
An  appreciation  of  the  necessity  for  laws,  law  keeping,  and  intelligent  voting. 
A  knowledge  of  specific  laws  and  pending  legislation,  both  local,  state,  and 

national,  which  affect  the  security  and  comfort  of  home  life. 
An  appreciation  of  the  family's  responsibility  for  the  condition  of  public 

property. 
Some  appreciation  of  the  importance  of  cooperation  in  the  advancement  of 

community  interests. 
Some  appreciation  of  the  responsibility  that  the  family  has  for  maintaining 

good  community,  state,  and  national  organizations. 
Some  appreciation  of  the  state's  financial  burden  in  caring  for  the  mentally 

and  physically  unfit. 
A  knowledge  of  the   minimum  standards  of  living  desirable   in   American 

homes. 
An  appreciation  of  the  responsibility  of  persons  of  good  mental  and  social 

inheritance  in  establishing  and  maintaining  right  standards  of  living. 
A  knowledge  of  the  responsibility  of  the  family  in  determining  the  physical 

welfare  of  society. 
Some  knowledge  of  the  social  agencies  available  for  aiding  families  in  need, 

such  as  Associated  Charities. 
Some  knowledge  of  the  purposes  of  important  voluntary  social  organizations 

such  as  Y.  M.  C.  A.,  Camp  Fire  Girls,  Boy  Scouts,  etc. 
Some  knowledge  of  those  social  forms  and  conventions  which  facilitate  hu- 
man associations. 
A  knowledge  of  good  manners  and  good  form  for  typical  occasions. 


References 

Abel — Successful  Family  Life  on  a  Moderate  Income. 

Ashley — The  New  Civics. 

Dorothy  Jane's  Guide  to  Good  Manners  (Webb  Pub.  Co.,  Saint  Paul,  Minn.) 

Groves — Social  Problems  of  tlie  Family  (teacher's  reference). 

Hill— Comnumity  Life  and  Civic  Problems. 

Spencer — The  Family  and  Its  Members. 

Taber — The  Business  of  the  Household. 

Selected  clippings  from  magazines  and  newspaj)ers. 


HOMB   MANAGEMENT  85 

The  Family  and  Society  (Continued) 
Learning  Activities 

The  pupils  will  listen  to  the  teacher's  explanation  of: 

1.  The  responsibilities  of  citizens  in  a  community. 

2.  ''The  larger  housekeeping"  as  woman's  work. 

3.  The  use  of  the  vote  in  influencing  citj-  and  national  life. 

4.  Other  methods  of  guiding  conmiunity  activities. 

5.  How  s(KMety  can  reduce  the  number  of  its  unfortunate  members. 
The  pupils  will  read  references  to  disco\"er: 

1.  Minimum  standards  of  living  for  American  Homes. 

2.  Desirable  standards  of  living. 

3.  Desirable  modes  of  conduct. 

4.  Desirable  manners  and  social  forms. 

The  pupils  will  listen  to  representatives  of  commimity  organizations,  such 
as  the  Associated  Charities,  to  learn  their  purpose  and  work  and  un- 
derstand their  place  in  the  life  of  the  conniiunity. 

The  pupils  will  investigate  and  rejiort  on: 

1.  Local  and  state  agencies  engaged  in  the  largcT  housekeeping. 

2.  Local  and  state  laws  affecting  the  larger  housekeeping. 

3.  Local  agencies  that  help  the  poor  and  the  ill. 

The  pupils  will  plan  for  typical  described  families,  the  community  aid  which 
they  need,  and  community  agencies  through  which  they  can  serve. 

The  pupils  will  attempt  to  compute  how  the  tax  payers'  dollar  is  used  for 
community  operating  expenses — city  water  supply,  schooling,  etc. 

The  pupils  will  practice  and  be  drilled  in  the  social  forms  and  manners 
learned. 


86  SYLLABUS  OF   HOME   ECONOMICS 

X.  Yard  and  Garden 
Objectives 

The  ability  to  care  for  either  the  vegetable,  fruit,  or  flower  garden 

1  he  abihty  to  care  for  the  lawn. 

The  ability  to  cut  flowers  and  to  arrange  them  for  decorative  purposes 

Ihe  ability  to  use  and  care  for  the  lawn-mower  and  garden  hose 

Some  experience  in  keeping  yard,  porches,  gardens,  etc.,  clean  and  in  order 

borne  experience  m   arranging   ornamental   plants  or  shrubs  in  accordance 

with  principles  of  decorati\e  design. 
Some  knowledge  of  how  to  care  for  domestic  animals  of  various  kinds. 


References 

Davis— School  and  Home  Gardening  (teacher's  reference). 

French— Beginners'  Garden  Book. 

Keene— Mechanics  of  the  Household. 

Coulter— Plant  Life  and  Plant  Uses. 

Hunter  and  Whiteman— Civic  Science  in  the  Home. 

Broadhurst— Home  and  Community  Hygiene. 

Washburn— Injurious  Insects  and  Useful  Birds. 

Bennett— The  Vegetable  Garden. 

Rich  and  Botsford— Practical  Poultry  Management. 

Lewis— Producti\-e  Poultry  Husbandry  (teacher's  reference). 

Lloyd— Studies  in  Horticulture. 

Lloyd— Productive  Vegetable  Growing. 

Bulletins: 

Extension  Department,  University  of  Illinois. 

U.  S.  Department  of  Agriculture  Farmers'  Bulletins. 
Magazines : 

Country  Life. 

Better  Homes  and  Gardens. 

House  and  Garden. 

Fruit,  Garden  and  Home. 

The  Farmer's  Wife. 


Illustrative  Material 

Pictures  and  posters  of  well  designed  yards  and  gardens;  of  pure  bred  poul- 
try, domestic  animals  or  pets. 
Miniature  "lay-outs"  of  yards,  gardens,  out-buildings  and  porches. 
Slides  or  films  illustrating: 

(a)  The  planning,  planting,  cultivation,  and  care  of  gardens  of  various 

kinds. 

(b)  Poultry  raising. 


IIOMK    MANAGEMKNT  gj 

Yard  and  Garden  (Continued) 


Learning  Activities 


The  pupils  will  study  references,  examine  i)ietuies,  make  observations  and 
discuss : 

1.  Well  planned  yards  and  gardens  of  various  types. 

2.  Tlie  care  of  lawns,  gardens  of  different  kinds,  shrubbery,  trees. 

3.  The  care  and  feeding  of  domestic  animals,  i)ets  or  poultry. 

4.  The  prexention  and  methods  of  extiMuiinating  flies,  injui^ious  insects, 

and  other  i)lant  pests, 

5.  Ways  and  means  of  encouratiinsi  useful  birds  (o  make  their  homes  in 

gardens  and  our  yards. 

6.  Ways    and    means    of    caring    for    garden    tools,    efpii]iment,    porch 

swings,  etc. 

Pupils  will  observe  demonstrations  of  various  types  such  as  culling  poultry, 
trinnuing  shrubs  and  plants,  planting  trees,  spraying  trees,  etc. 

Pupils  will  see  slides  or  films  on  yard  and  garden  activities  such  as  Uncle 
Sam,  Champion  Farmer,  Br'er  Rabbit  and  His  Pals,  Garden  Gold, 
Milk  as  Food,  Farm  Inconveniences,  Layers  and  Liars  (Poultry),  Se- 
lecting a  Laying  Hen. 

Pupils  will  \isit  beautiful  places  in  town  and  determine  factors  which  make 
these  places  beautiful  and  attractive. 

Each  pupil  will  select  some  yard  or  garden  actixity  and  be  responsible  for 
the  successful  canying  through  to  comi)leti()n  of  svich  activity. 

Suggestive  activities: 

1.  Home  vegetable  garden. 

2.  Flower  garden. 

3.  Caring  for  lawn  for  a  season. 

4.  Painting  such  out  of  door  or  open  air  furniture,  fences,  porches  or 

out-buildings  that  need  painting. 
o.  Keep  yard  clean. 

6.  W^indow  or  porch  boxes. 

7.  Start  and  care  for  a  flock  of  at  least  twenty-four  jiure  bred  chickens. 

8.  Care  for  some  pet. 

9.  Bird-houses  or  homes. 

10.  Exterminating  flies  or  other  injvu'ious  insects. 

Pupils  will  work  out  the  money  \alue  of  the  work  or  acti\ity  they  under- 
take. 

If  project  or  activity  necessitates  the  buying  or  selling  of  products,  the  pu- 
pil will  keep  account  of  all  expenditures  and  income. 


SUGGESTED  BOOK  LIST  (1927) 

A.   Books  for  Food  and  Nutrition 

Pupil  Text  or  Reference 

American    Red    Cross    (Sawyer)— Food— Why,    What,    and    How?— Washington, 

D.  C,  1924. 
Bailey,   N.  B.— Meal   Planning:  and   Table   Service— Manual   Arts  Press,   Peoria, 

1923. 
Bail(\v,   P.   L.— Food   Preparation   and   Serving- Webb   Publi.shing   Company,   St. 

Paul,  Minnesota,   1924. 
Clark    and    t^uglev— Ktiqu(-tt(>    Junior— Doubleday,   Page    (fe    Co.,    Garden    City, 

N.  Y.,  l'926. 
Donhani.  S.  A.— Marketing  and  Ilou-sework  Manual— Little,  Brown  &  Company, 

Boston,  1918. 
Donhani,  S.  A.— Spending  the  Family  Income — Little,  Brown  &  Company,  Bos- 
ton, 1921. 
Greer,  C.  C— School  and  Home  Cooking— Allyn  <&  Bacon,  Boston,  1920. 
Hawk,  P.  B.— What  We  Eat  and  What  Happens  to  It— Harper  &  Bros.,  New 

York,  1919. 
McCollum   and   Simmonds— Food,  Nutrition  and   Health— Johns   Hopkins  Uni- 
versity, Baltimore,  Md.,  1925. 
Matthews.   M.   L.— Elementary    Home   Economics— Little,   Brown   &   Company, 

Boston,  1922. 
Monroe,  D.,  and  Stratton,  L.  M.— Food  Buying  and  Our  Markets— M.  Barrows  &. 

Company',  Boston,  1925. 
Pattee,  A.  F.— Practical  Dietetics,  16th  edition— A.  F.  Pattee,  Mt.  Vernon,  N.  Y., 

1923. 
Powell,  O.— Successful  Canning  and  Preserving— J.  B.  Lippincott  Company,  Phila- 
delphia, 1917. 
Robinson  and  King— Learning  Exercises  in  Food  and  Nutrition  (in  preparation). 
Rose,  M.  S.— Feeding  the  Family— Macmillan  Company,  New  York,  1924. 
Rose,  M.  S.— The  Foundations  of  Nutrition— MacnuUan,  1927. 
Sherman.  H.  C— Food  Products— Macmillan,  1925. 
Vulte,  H.  T.  and  Vanderbilt,  S.  B.— Food  Industries— Chemical  Publishing  Com- 

jiany,  Easton,  Pennsylvania,  1914. 
Wellman,  M.  T.— Food  Study  for  High  Schools— Little,  Brown  &  Company,  Bos- 
ton, 1925. 
Willard,  F..  and  Gillett,  L.  H.— Dietetics  for  High  Schools— Macmillan  Company, 
New  York,  1920 

Tciuhcr's  References 
Bailey,  E.  H.— Food  Products,  Their  Source,  Chemistry  and  Use— P.  Blakiston's 

Sons  and  Company,  Philadelphia,  1921. 
Farmer,  F.  M.— Boston  Cooking-School  Cook  Book— Little,  Brown  &  Company, 

Boston.  1924. 
Farrington,   P.— The   Grocer's   .\nswer   Book— Grocery  Trade  Publishing   House, 

Chicago,  1924. 
McCollum,  E.  v.,  and  Sinuuonds,  W.— The  Newer  Knowledge  of  Nutrition— Mac- 
millan Company,  New  York,  1925.  ,  ,   ,  • 
Marshall,  C.   Iv— Microbiology— P.  Blakiston's  Sons  &  Company,   Philadelphia, 

1921. 
Roberts,  L.— Nutrition  Work  with  Children— University  of  Chicago  Press,  Chi- 
cago, 1927. 
Rose— The  New  Butterick  Cook  Book— Butterick  Pub.  Co..  New  York. 
Sherman,  H.  C— Chemistry  of  Food  and  Nutrition,  3(1.  edition— Macmillan  Com- 
pany, New  York,  1926. 

89 


90  SYLLABUS   OF   HOME   ECONOMICS 

B.   Books  for  Clothing  and  Textiles 
Pupil  Text  or  Reference 

Buttrick,  H.  G. — Principles  of  Clothing  Selection — Macmillan  Company,  New 
York,  1924. 

Cook,  Rosamond — Essentials  of  Sewing — Manual  Arts  Press,  Peoria,  1924. 

Dyer,  Elizabeth — Textile  Fabrics — Houghton,  Mifflin  Company,  Boston,  1923. 

Elledge,  H.  G.  and  Wakefield,  A.  L. — The  Conservation  of  Textiles — Laundry- 
owner's  National  Association,  LaSalle,  Illinois,  1921. 

Izor,  E.  P. — Costume  Design  and  Home  Planning — Atkinson,  Mentzer  &  Com- 
pany, Boston,  1916. 

McCullough,  H. — Textile  Bulletin — Univensity  of  Illinois  Extension  Bulletin. 

McGowan,  E.  B.,  and  Waite,  C.  A. — Textiles  and  Clothing — Macmillan  Company, 
New  York,  1919. 

Picken,  M.  B. — The  Secrets  of  Distinctive  Dress — International  Textbook  Press, 
Scranton,  Pennsj'lvania,  1918. 

Rittenhouse,  Anne — The  Well  Dressed  Woman — Harper  &  Bros.,  New  York,  1924. 

Singer  Sewing  Machine  Company — A  Manual  of  Family  Sewing  Machines,  Chi- 
cago. 1924. 

Small,  C.  P. — How  to  Know  Textiles — Ginn  &  Company,  Chicago,  1925. 

Story,  M.— How  to  Dress  Well— Funk  &  Wagnalls,  New  York,  1924. 

Trilling,  M.  B.,  and  Williams,  F. — A  Girl's  Problems  in  Home  Economics — J.  B. 
Lippincott  Company,  Chicago,  1926. 

Weinberg,  L. — Color  in  E\eryday  Life — Moffatt,  Yard  &  Comininy.  New  York. 
1918. 

Whitlock,  M. — Clothing  Club  Manual — I^niversity  of  Illinois  Extension. 

Woolman,  M.  S. — Clothing — Choice,  Care  and  Cost — J.  B.  Lippincott  Company, 
Philadelphia,  1920. 

Teacher's  Refereyiccs 

Baldt,  L.  I. — Clothing  for  Women — J.  B.  Lip]iincott  Comi)any,  Philadeli)]iia,  1916. 

Cook,  R.— Sewing  Machines— Manual  Arts  Press,  Peoria,  1922. 

Denny,  G.  G. — Fabrics  and  How  to  Know  Them — J.  B.  Lipiiincott  Company, 
Philadelphia,  1923. 

Doolcy,  W.  H.— Textiles— D.  C.  Heath  &  Company.  Boston,  1924. 

Goldstein,  H. — Art  in  E\-eryday  Life — Macmillan  Company,  New  York,  1925. 

Hanna,  A.  K.— Pattern  Making— Macmillan  Company,  New  York,  1922. 

Mathews,  J.  M.— Textile  Fibers— John  Wiley  &  Sons,  New  York,  1913. 

Woolman,  Mrs.  M.  S.,  and  McGowan,  E.  B. — Textiles — Macmillan  Company, 
New  York,  1926. 

C.    Books  for  Home  Management 
Pupil  Text  or  Reference 

American  Red  Cross — First  Aid  Text  Book — P.  Blakiston's  Sons  &  Companj', 
Philadeli)hia,  1925. 

American  Red  Cross— Food.  What,  Why,  and  How?— Washington,  D.  C,  1924. 

American  Red  Cross — Home  Hygiene  and  Care  of  the  Sick — Washington,  D.  C, 
1924. 

Abel,  Mrs.  M.  W. — Succes,sful  Family  Life  on  the  Moderate  Income — J.  B.  Lip- 
l)incott  Company,  Philadelphia,  1921. 

Bald(>rston,  L.  R. — Housewifery — J.  B.  Lippincott   Company,  Pliiladeliihia,   1924. 

Bayley,  M.  E.— Practical  Talks  on  the  Care  of  Children— E.  P.  Dutton  &  Com- 
pany, New  York,  1922. 


SUGGESTED   noOK   LIST  91 

Broadhurst,  J. — Homo  and  Coiniminify  Hygiene — J.  B.  Liiii)inc'()tt  Company, 
Philadelpliia.  1918. 

Calkins,  C.  W.— Course  in  House  I'lanniuii  and  I*"urnishinn — Foresman  it  Com- 
pany, Chicafjo,  1916. 

Clark  &  Quigley — Etiquette  Junior — Doubleday  Page  &.  Companj',  Garden  City, 
NewYork,  1926. 

Cleveland.  E. — Training  the  Toddler — J.  B.  Lippincott  Company,  Philadelphia, 
1925. 

Donham,  S.  A. — Sjtending  the  Family  Income — Little,  Brcjwn  &  Company,  Bo.s- 
ton,  1921. 

Fisher.  D.  F.— Mothers  and  Children— H.  Holt  <k  Company,  New  York,  1914. 

Frederick.  Mrs.  Christine — Efficient  Housekeeping — American  School  of  Home 
P^conomics,  Chicago,  1926.    (Text  edition.) 

Frederick,  Mrs.  C. — Household  Engineering — American  School  of  Home  Econom- 
ics, Chicago,  1923. 

Frederick,  Mrs.  C. — The  New  Housekeeping — Doubleday  Page  &  Company,  Gar- 
den City,  New  York.  1919. 

French,  A. — The  Beginner's  Garden  Book — Macmillan  Comi)any,  New  York,  1914. 

Goldstein,  H. — Art   in  Everyday  Life — Macmillan  Company,  New  York,   1925. 

Gray,  G. — Hou.se  and  Home — J.  B.  Lippincott  Company,  Philadelphia,  1923. 

Groves,  E.  R. — Wholesome  Childhood — Houghton  Mifflin  Company,  Boston,  1924. 

Haviland,  M.  S. — Character  Training  in  Childhood — Small,  Maynard  &  Company, 
Boston,  1921. 

Hunter,  G.  W.,  and  Whitman,  W.  G. — Civic  Science  in  the  Home — American 
Book  Company,  New  York,  1924. 

Jakway,  B.  C. — Principles  of  Interior  Decoration — Macmillan  Company,  New 
York,  1922. 

Keene,  E.  S. — Mechanics  of  the  Household — McGraw  Hill  Book  Company,  New 
York  City,  1918. 

Lipjiitt.  L.  C. — Per.sonal  Hygiene  and  Home  Nursing — World  Book  Company', 
Yonkers-on-Hudson,  New  York,  1919. 

Lord,  I.  E. — Getting  your  Money's  Worth — Harcourt,  Brace  &  Company,  New 
York,  1922." 

Lucas,  W.  P. — The  Health  of  the  Runabout  Child— Macmillan  Company,  New 
York,  1923. 

Matthew.s,  M. — The  House  and  Its  Care — Little,  Brown  &  Comi)any,  Boston, 
1926. 

Philadrljihia  High  School  Faculty — Everj'day  Manners — Macmillan  Comjiiiny, 
New  York. 

Pope.  A.  1']. — A  Textbook  for  Simi)le  Nursing  Procedure  for  High  Schools — G.  P. 
Putnam's  Sons,  New  York,  1921. 

Quinn.  M.  J. — Planning  and  Furnishing  the  Home — Harper  &  Bros.,  New  York, 
1914. 

Robinson,  L.  E. — Domestic  Architecture— Macmillan  Company,  Chicago,  1923. 

Rolfe,  A.  L. — Interior  Decoration  for  tin-  Small  Home — Macmillan  Comiiany, 
New  York,  1917. 

Rose,  Mi-s.  M.  S. — P'eeding  the  Family^Macmillan  Comjiany,  New  York,   1924. 

Sell,  M.  A.  and  Sell,  H.  B. — Good  Taste  in  Home  Furnishing — John  Lane  Com- 
pany, New  York  City,  1916. 

Starrett,  H.  E. — The  Charm  of  P^ine  Manners — J.  B.  Lii)pincott  Company,  Chi- 
cago, 1920. 

Streeter — Home-making  Simiilified — Harper  Bros.,  New  York,  1922. 

Taber,  C.  W. — The  Business  of  the  Household — J.  B.  Lippincott  Company,  Phil- 
aldelphia,  1926. 


92  SYLLABUS  OF   HOME  ECONOMICS 

Taber,  C.  W.,  and  Wardall,  R.  A. — Economics  of  the  Family — J.  B.  Lippincott 

Company,  Philadelphia,  1923. 
Tarbell,  I.   M. — The  Business  of  Being  a  Woman — Macmillan  Company,   New 

York,  1912. 
Wright,  Agnes  F. — Interior  Decoration  for  Modern  Needs — F.  A.  Stokes,  New 

York,  1917. 
Van  Rensselear,  M.,  Rose,  F.  and  Cannon — The  Manual  of  Home-making  (ref.) 

— Macmillan  Company,  New  York,  1919. 

Teacher's  References 

Andrews,  B.  R. — Economics  of  the  Household — Macmillan  Company,  New  York, 
1923. 

Balderston,  L.  R. — Laundering — J.  B.  Lippincott  Company,  Philadelphia,  1923. 

Cabot,  R.  C— What  Men  Live  By— Houghton,  Boston,  1914. 

Davis,  K.  C. — School  and  Home  Gardening — J.  B.  Lippincott  Company,  Phila- 
delphia, 1918. 

Devine,  E.  T. — The  Normal  Life — Survey  Associates,  Inc.,  New  York,  1915. 

Emerson,  W.  R. — Nutrition  and  Growth  in  Children — D.  Appleton  &  Company, 
New  York,  1923. 

Gilbreth,  Lillian  M. — The  Home  Maker  and  Her  Job — D.  Appleton  &  Company, 
New  York,  1927. 

Goodsell,  W. — The  History  of  the  Family — Macmillan  Company,  New  York,  1915. 

Groves,  E.  R. — The  Drifting  Home — Houghton  Mifflin  Company,  Boston,  1926. 

Groves,  E.  R. — Social  Problems  of  the  Family — Lippincott,  Philadelphia,  1927. 

Gruenberg,  S.  M. — Your  Child  Today  and  Tomorrow — J.  B.  Lippincott  Compan.v, 
Philadelphia,  1920. 

Ives,  F.  W. — Home  Conveniences — Harper  &  Bros.,  New  York,  1924. 

Parsons,  F.  A.— The  Family— G.  P.  Putnam's  Sons.  New  York,  1906.     * 

Parsons,  F.  A. — Interior  Decoration — Doubleday  Page  &  Company,  Garden  City, 
New  York,  1915. 

Spencer,  A.  G. — The  Family  and  Its  Members — J.  B.  Lipi)incott  Company,  Phil- 
adelphia, 1923.  '    " 

White,  C.  E. — Successful  Homes  and  How  to  Build  Them — Macmillan  Company, 
Chicago,   1912. 

Whitman — Household  Physics — J.  Wiley  &  Sons,  New  York,  1924. 

D.   Suggested  List  of  Magazines  for  Professional  Reading 

American  Food  Journal  Journal  of  the  N.  E.  A. 

Children — The  Magazine  for  Parents  Progressive  Education 

Food  and  Health  Education  School  Review 

Hygeia  Survey  Graphic 

Illinois  Health  News  Teachers  College  Record 
Jom-nal  of  Home  Economics 

£.  Suggested  List  of  Recent  Books  on  Education 

Bowman,  L.  F. — Problems  in  Home  Economics  Teaching— University  of  Chicago 
Press,  Chicago,  1925. 

Cameron,   E.  H.— Educational   Psychology — Century  Pub.  Co.,   1927. 

Charters,  W.  W. — Curriculum  Construction — Macmillan,  1923. 

Clement,  J.  A. — Principles  and  Practices  of  Secondary  Education — Century,  1926. 

Douglass,  H.  R. — Modern  Methods  in  High  School  Teaching — Houghton  Mif- 
flin Company,  Boston,   1926. 

Kiljiatrick,  W.  H. — Source  Book  in  Philosophy  of  Education — Macmillan  Com- 
pany, New  York,  1926. 


SUGGESTED   BOOK   LIST  93 

Monroo,  W.  S.— Directinp  Hiph  School  Study— Doubloday  Page  and  Co.,  1927. 

Morrison,  H.  C. — The  Practice  of  Teaching  in  the  Secondary  School — University 
of  Chicago  Press,  Chicago,  1926. 

Paterson,   D.  S. — Preparation  and  Use  of  the   New  Type   Examination — World 
Book  Company,  Chicago,  1926. 

Ruch — The  Improvement  of  the  Written  Examination— Scott,  Foresman  &  Com- 
pany, Chicago,  1924. 

Waplcs — Procedures  in  High  School  Teaching — Macmillan  Company,  New  York, 
1924. 

F.    Bibliographies  (1927) 

Robertson,  A.  I. — A  Guide  to  the   Literature  of  Home  and  Family   Life — J.  B. 
Lif)pincott  Comi)any,  Philadelphia,  1924. 

Clark,  M. — Art  in  Home  Economics — University  of  Chicago  Press,  Chicago,  1925. 

Bureau  of  Home  Economics — List  of  available  slides  and  bulletins. 

Illinois  State   Department   of   Public   Health— List   of  available   motion   picture 
films  and  bulletins. 

U^nited  States  Department  of  Agriculture — List  of  available  slides  and  bulletins 
on  Home  Economics  subjects. 
Misc.  Circular  No.  86,  Motion  Pictures. 

Children's  Bureau — List  of  Available  Bulletins  and  Charts. 

Bureau  of  Education  (Washington,  D.  C.) — List  of  Home  Economics  publications. 
Health  Education  publications. 

Publications  of  the  Bureau  of  Educational  Research,  College  of  Education,  Uni- 
versity of  Illinois. 


N.  B. — Teachers  should  have  their  names  placed  on  the  mailing  lists  of  such  State 

and  National  Institutions  as  the  following: 
United   States   Public    Documents,   Superintendent   of   Documents,    Washington, 

D.  C.  (Write  to  your  Congressman  to  place  you  on  this  list ) 

Federal  Board  for  Vocational  Education,  200  New  Jersey  Avenue,  N.W.,  Wash- 
ington, D.  C. 

American  Child  Health  Association,  370  Seventh  Avenue,  New  York  City. 

Home  Economics  Division,  Extension  Department,  University  of  Illinois,  L'r- 
bana,  Illinois. 

Bureau  of  Educational  Research,  University  of  Illinois,  Urbana,  Illinois. 

State  Department  of  Education,  Springfield,  Illinois. 

Library  Extension  Division,  State  Library',  Springfield,  Illinois. 

(a)  Use  your  local  library. 

Before  sending  to  Springfield  for  books,  consult  your  local  library. 
Books  are  not  loaned  direct  to  people  living  in  towns  where  there  are 

public  libraries,  but  will  be  loaned  to  the  library. 
If  your  library  does  not  have  what  you  want,  ask  the  librarian  to  get 

it  for  you  from  the  Library  Extension  Division. 

(b)  How  obtained 

Write  for  api)lication  cards.  Address,  Library  Extension  Division,  State 
Library,  Springfield,  Illinois. 


UNtVERSrrV  of  fLUNOIS-URBANA 


3  0112  096200438 


UNiVERsrrv  of  illinois-urbana 


3  0112  099519867 


